Organising Inclusive Schools

Autor/in	Kinsella, William
Titel	Organising Inclusive Schools
Quelle	In: International Journal of Inclusive Education, 24 (2020) 12, S.1340-1356 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kinsella, William)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2018.1516820
Schlagwörter	Inclusion; Students with Disabilities; Special Needs Students; Mainstreaming; Ideology; Special Education; Foreign Countries; School Policy; Educational Practices; Teaching Methods; Teacher Competencies; Knowledge Level; Teaching Skills; Disability Identification; School Culture; Student Diversity; Systems Approach; Secondary Schools; Community Colleges; Ireland + Suchen Sie Ihr Suchwort? Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Sonderpädagogischer Förderbedarf; Ideologie; Special needs education; Sonderpädagogik; Sonderschulwesen; Ausland; Schulpolitik; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrkunst; Wissensbasis; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Schulkultur; Schulleben; Systemischer Ansatz; Sekundarschule; Community college; Community College; Irland
Abstract	The focus of this paper is on the organisation of inclusive educational provision for pupils with disabilities and special educational needs in mainstream schools. In relation to theoretical context, it outlines the challenges of defining inclusive education, it explores the ideological tensions that characterise the area, including those evident between the Psychology and Sociology paradigms, often reflected in tensions between special education and inclusive education. The paper proposes Organisational Psychology as the obvious meeting point between these conflicting, but also possibly complementary, paradigms. It thus reports the core findings of a study that was informed by the Organisational Psychology paradigm. A combined action research, case study methodology was employed, involving four second-level schools in the Republic of Ireland. The aim of the study was to explore, with school personnel, the issues, opportunities and challenges involved in developing more inclusive policies and practices in schools. A conceptual model of inclusion was developed which was informed by systems thinking, which is at the core of Organisational Psychology, and which emphasises core processes that are essential for the development of inclusive schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01