Developing inclusive schools
A systemic approach
Bibliographic Data
| ID | 12579352 |
|---|---|
| Authors | William Kinsella (0000-0002-8134-597X, University College Dublin, corresponding author), Joyce Senior (0000-0001-7036-3956, University College Dublin) |
| Year | 2008 |
| Volume | 12 |
| Issue | 5-6 |
| Pages | 651-665 |
| Publication date | 2008-09-01 |
| 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 | 10.1080/13603110802377698 |
| OpenAlex | W1964542369 |
| Language | EN |
| Citations received | 17 |
| References cited | 8 |
This paper emerges from an ongoing study which involved, firstly, key informant interviews with strategic personnel within the Irish education system, such personnel representing both service providers and service users. The first part of this paper provides a brief summary of the findings of that aspect of the study in relation to the key characteristics of an inclusive school. A conceptual model of inclusion is proposed, outlining three interrelated core constructs of inclusion, namely Expertise, Structures and Processes. A second empirical aspect of the study involves working intensely with a small number of mainstream schools with a view to exploring, in conjunction with school personnel, the challenges of, and the opportunities for, developing and evaluating more inclusive practices in these schools. The methodology for this phase of the study is theoretically placed within the organizational psychology paradigm, adapting a systemic approach to school development and incorporating the concept of schools as learning organizations. The application of the organizational psychology to schools and the notion of schools as learning organizations are explored in the second part of this paper
Inclusion (mineral · Knowledge management · Mainstream · Pedagogy · Political science · Public relations · Sociology · Collaborative Teaching and Inclusion · Computer Science · Disability Education and Employment · Family and Disability Support Research · Psychology · Social Psychology
Measuring teacher efficacy to implement inclusive practices
[Re]claiming “Inclusive Education” toward Cohesion in Educational Reform
Teachers’ experiences of transformative professional learning to narrow the values practice gap related to inclusive practice
Understanding the value of inclusive education and its implementation
The Impact of Social Inclusion on the Social Development of Students with a General Learning Difficulty in Postprimary Education in Ireland
Developing inclusive practice
Teaching to address diverse learning needs
Analysing conflicting approaches to dyslexia on a European project
The cultural understanding of inclusion and its development within a centralised system
South African teachers' views of collaboration within an inclusive education system
Variables affecting teachers’ intentions to include students with disabilities in regular primary schools in Bangladesh
Factors that influence elementary school teachers’ attitudes towards inclusion of visually impaired children in Turkey
Japanese in-service teachers’ attitudes toward inclusive education and self-efficacy for inclusive practices
Inclusive education
The Inclusion of Students with Visual Impairment at Addis Ababa University, Ethiopia
Inclusion and Well-Being Among National and Immigrant University Students in Portugal
Special education reforms in Ireland
| Citations per year | 1.13 |
|---|---|
| Citation span | 2011 - 2025 (15) |
| Highly cited | No |