Communities of Practice
A Conceptual Framework for Inclusion of Students with Significant Disabilities
Bibliographic Data
| ID | 12578232 |
|---|---|
| Authors | Kathleen Mortier (0000-0002-6306-316X, San Francisco State University, corresponding author) |
| Year | 2018 |
| Volume | 24 |
| Issue | 3 |
| Pages | 329-340 |
| Publication date | 2018-04-29 |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Inclusive Education (JOURNAL) |
| Journal identifiers | ISSN: 1360-3116 • E-ISSN: 1464-5173 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/13603116.2018.1461261 |
| OpenAlex | W2800606593 |
| Language | EN |
| Citations received | 11 |
| References cited | 33 |
Inclusion of students with severe intellectual disabilities in general education classrooms remains a major challenge in education systems around the world. This is despite the manifest value of inclusion: it is consistent with today's hybrid, diverse knowledge societies, there are direct benefits for all students involved, and inclusion is a human right, which means that a status quo in which students are segregated for most of the school day needs to be continually challenged. This conceptual paper discusses how communities of practice, as an alternative theoretical framework of knowledge, can address some of the persistent barriers to inclusive education for these students. A community of practice (a) provides an alternative to a traditional top-down approach to innovation, (b) allows space for uncertainty and trust, (c) closes the gap between espoused theory and theory in use about special expertise, and (d) dilutes the effects of power imbalances and competing priorities among parents and educators. Adopting this framework of fluid knowledge based on local narratives can help inclusion teams recognise the unique ways in which they can move their practice forward; it can also help teacher preparation programmes shift away from a diagnostic focus when preparing teacher candidates to include students with disabilities
Conceptual framework · Inclusion (mineral · Mathematics education · Narrative · Pedagogy · Political science · Power (physics · Public relations · Social science · Sociology · Special education · Status quo · Value (mathematics · Collaborative Teaching and Inclusion · Computer Science · Disability Education and Employment · Family and Disability Support Research · Psychology
“You Can’t Always See What’s Going On”
Exploring the Perception and Attitude of Engineering Students towards Communication Skills Course
Enhancing doctoral learning through virtual communities of practice
Supporting students with disability in mainstream schools
Invoking the Divine on the Path to Inclusive Education
‘He’s actually learning’
Integrating high-leverage practices into special education teacher preparation programmes
The Latino Community is Not Accustomed to Arguing for the Rights of Their Children”
Teacher perspectives and approaches toward promoting inclusion in play-based learning for children with developmental disabilities
Rethinking empathy
Individuals experiencing disability and the ableist physical literacy narrative
Political Emotions
The Irregular School
Communities of Practice
The Courage to Teach
A Multilevel Examination of the Distribution and Effects of Teacher Trust in Students and Parents in Urban Elementary Schools
Regular primary schoolteachers’ attitudes towards inclusive education
Inclusive school community
"Parents, Teachers and the "Community of Practice
Disabled Children, Parents and Professionals
The critical pedagogy reader
Some Conceptual Problems with Critical Pedagogy
Citizenship-as-Practice
Conceptualizing Supports and the Support Needs of People With Intellectual Disability
Critiquing Teacher Preparation Research
Framing Teacher Preparation Research
| Citations per year | 1.83 |
|---|---|
| Citation span | 2020 - 2026 (7) |
| Highly cited | No |