“Working the Cracks”: Leveraging Educators’ Insider Knowledge to Advocate for Inclusive Practices

Teachers play an important role in the success of inclusive practices for diverse learners in regular classrooms. It is, therefore, important to examine their beliefs and preparation to teach in inclusive classrooms. The main purpose of this study was to analyze the attitude of active Chilean teachers (n = 569) towards inclusion, their self-efficacy regarding inclusive practices, and their intention to teach in inclusive classrooms. Our secondary objectives were to explore the relationship between their attitudes and self-efficacy and to determine the influence of demographic and professional variables on these two constructs. A positive and significant relationship between teachers’ attitude and self-efficacy was found. Teacher qualification was not significantly related to attitudes towards inclusion but was negatively associated with their self-efficacy beliefs concerning inclusive practices. Secondary education teachers reported lower teaching efficacy beliefs for inclusion than pre-school, primary, and special education teachers. The type of school emerged as a significant predictor of teachers’ attitude and self-efficacy beliefs. The implications of this research and need for additional teacher and in-service training to improve educators’ attitudes and self-efficacy are discussed.

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A Case Study Exploring the Experiences of a Transgender Athlete in Synchronized Skating, a Subdiscipline of Figure Skating

Journal of Sport and Social Issues ◽

10.1177/0193723520919816 ◽

2020 ◽

Vol 44 (5) ◽

pp. 421-449

Author(s):

Shannon S. C. Herrick ◽

Meredith A. Rocchi ◽

A. Lauren Couture

Keyword(s):

Thematic Analysis ◽

Transition Process ◽

Safe Space ◽

Figure Skating ◽

Inclusive Practices ◽

Amateur Sport ◽

Figure Skater ◽

Synchronized Skating

The inclusion of transgender athletes in sport challenges a number of long-standing cis-heteronormative beliefs within athletics at all levels of competition. There are limited studies examining the integration and experiences of transgender athletes within amateur sport. The following case study follows the experiences of a transgender synchronized figure skater, Mason, who was able to continue competing throughout his transition process. We conducted eight semi-structured one-on-one interviews with Mason, his teammates, his team manager, and his past and present coaches. All interviews were digitally recorded, transcribed verbatim, and subject to thematic analysis which resulted in four overarching themes: (a) building inclusivity: “promote a safe space,” (b) acknowledging stress, (c) disclosure: “I didn’t want to talk about my past,” and (d) celebration. Results are interpreted as recommendations for coaches on how to adopt inclusive practices to better support transgender athletes.

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Using the Core Concepts Framework to Understand Three Generations of Inclusive Practices

Inclusion ◽

10.1352/2326-6988-2.3.237 ◽

2014 ◽

Vol 2 (3) ◽

pp. 237-247 ◽

Cited By ~ 8

Author(s):

Karrie A. Shogren ◽

Michael L. Wehmeyer

Keyword(s):

Research Policy ◽

Future Research ◽

Third Generation ◽

Inclusive Practices ◽

Policy And Practice ◽

Inclusive Practice ◽

The Core ◽

Three Generations ◽

Core Concepts ◽

The Relationship

Abstract This article analyzes the relationship between the core concepts of disability policy and the three generations of inclusive practices. Specifically, we review the three generations of inclusive practice, highlighting the core concepts that have been most strongly emphasized during each generation of inclusive practices. Because we are early in the third generation of inclusive practices, we conclude by examining how the core concepts can guide and direct third generation inclusive practices and how future research, policy, and practice can actualize the aspirational values of all of the core concepts to enable desired outcomes.

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