Organizing for Meaningful Inclusion: Exploring the Routines That Shape Student Supports in Secondary Schools

Autor/inn/en	Stelitano, Laura; Russell, Jennifer Lin; Bray, Laura E.
Titel	Organizing for Meaningful Inclusion: Exploring the Routines That Shape Student Supports in Secondary Schools
Quelle	In: American Educational Research Journal, 57 (2020) 2, S.535-575 (41 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831219859307
Schlagwörter	Inclusion; School Organization; High Schools; Technical Assistance; Classroom Techniques; Special Education Teachers; Students with Disabilities; Academic Support Services; Educational Strategies; Delivery Systems; Social Networks; Access to Education; Achievement Gap; Regular and Special Education Relationship; Team Teaching; Consultants + Suchen Sie Ihr Suchwort? Inklusion; School organisation; Schulorganisation; High school; Oberschule; Technische Hilfe; Klassenführung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Lehrstrategie; Auslieferung; Social network; Soziales Netzwerk; Education; Access; Bildung; Zugang; Bildungszugang; Teamteaching; Consultant; Berater
Abstract	School organization is a key driver for meaningful inclusion for students with disabilities. While there are promising examples of how schools organize for inclusion with intensive technical assistance, little is known about how high schools organize without such supports. In a case study of two high schools, we compare school organization by looking at their formal design and teachers' daily routines. While both schools incorporated models for supporting students into their formal design, their daily routines revealed practices that were at odds with the spirit of inclusion. Routines involved special educators helping students pass their classes, though often not through meaningful learning opportunities. We offer insight into the affordances and constraints of school organization, revealing implications for meaningful inclusion. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01