Inclusive Education and Pedagogical Change: Experiences from the Front Lines

Monique Somma,Sheila Bennett

doi:10.12973/ijem.6.2.285

Abstract

<p style="text-align:justify">Many educators hold beliefs that including students, at least to some degree, has academic and social benefits, however, they struggle with fundamental pedagogy. With a global shift from a segregated lens to that of an inclusive lens, special education teachers who once held positive beliefs towards segregated special education are now faced with a new reality of teaching students with disabilities in inclusive classroom settings. This paper highlights the experiences of ten educators who transitioned from teaching in a self-contained class to an inclusive class. Focus group and interview themes indicated that all had experienced a shift in their pedagogy- their overall beliefs and teaching methods- after they taught students with disabilities in inclusive classrooms. Despite their special education training, these educators were challenged by their own beliefs and expectations, the attitudes of others, and systematic barriers within the education system. Highlights of their change process include the positive performance of students with disabilities, the growth and development of the other students, and their overall pedagogical self-reflection. As a result, a framework, the Inclusive Educators’ Continuum of Change, was developed to highlight the change process and connect this research to the literature on inclusion and teacher change. This diagram can provide teacher educators a framework for discussing pedagogical change. Implications for professional development and teacher training for inclusive practice, as well as maximizing the educator skills in Professional Learning Communities (PLC) and mentorship opportunities will be highlighted.</p>

Highlights

In most parts of the world, children with disabilities were not permitted access to educational opportunities, in particular those offered by traditional schooling
With a global shift from a segregated lens to that of an inclusive lens, special education teachers who once held positive beliefs towards segregated special education are faced with a new reality of teaching students with disabilities in inclusive classroom settings
A phenomenological case study was conducted using qualitative data collected from personal interviews, a focus group, and a short participant questionnaire (Creswell, 2013; Giorgi, 2009) to answer the following questions; (1) What are the change experiences of teachers moving from teaching self-contained special education classes to inclusive classes? (2) What has been the impact of this change in classroom placement on teachers’ attitudes and perceptions about students with disabilities and inclusive practices?

Summary

Introduction

In most parts of the world, children with disabilities were not permitted access to educational opportunities, in particular those offered by traditional schooling. Over that past few decades, with the support of various United Nations Conventions (UNESCO, 1994; CRPD, 2007), education systems have adopted a model of inclusive education where all children have a right to attend their neighborhood school and attend class and engage with curriculum with their same age peers, in their age appropriate grade (Porter & Towell, 2017). It is on this premise that inclusive education is based, but not without its challenges; including, how to best support students, how to best support teachers, how to successfully implement programming, and what embedded beliefs and practices need to change

Methods

Discussion

Conclusion