Breaking Free from the "Needs" Paradigm: A Collaborative Analysis of Inclusion

Autor/inn/en	Óskarsdóttir, Edda; Guðjónsdóttir, Hafdís; Tidwell, Deborah
Titel	Breaking Free from the "Needs" Paradigm: A Collaborative Analysis of Inclusion
Quelle	In: Studying Teacher Education, 15 (2019) 1, S.44-55 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Óskarsdóttir, Edda)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1742-5964
DOI	10.1080/17425964.2018.1541290
Schlagwörter	Leadership Role; Inclusion; Elementary School Students; Secondary School Students; Educational Practices; Feedback (Response); Longitudinal Studies; Special Education Teachers; Special Needs Students; Teacher Collaboration; Foreign Countries; Administrator Attitudes; Teacher Attitudes; Disabilities; Clinical Diagnosis; Self Evaluation (Individuals); Conferences (Gatherings); Iceland + Suchen Sie Ihr Suchwort? Inklusion; Sekundarschüler; Bildungspraxis; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Sonderpädagogischer Förderbedarf; Lehrerkooperation; Ausland; Lehrerverhalten; Handicap; Behinderung; Island
Abstract	This self-study, based on research, conducted over five years, focuses on my leadership role employing an inclusion model of education in a school in Iceland serving students from ages 6 to 16. In this article, we examine how Edda's practice helped support inclusion for the students, their families, and the teachers who engage with them. This multilayered self-study research project included feedback and insights from others in order to inform my understanding of my practice within the context of inclusion. Findings reveal Edda's focus on the discourse of diagnosis as a dominant structural issue within her practice. The resulting themes on perceptions of inclusion, coordination of support, deployment of people, and collaboration across different entities have informed my understanding about my practice and my perspective on the meaning of a support system within inclusive education and improved student performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01