Effective Inclusive Schools Research Articles

Failure is not final: principals’ perspectives on creating inclusive schools for students with disabilities

PurposeThe purpose of this article is to describe and analyze how three principals attempting to establish effective inclusive schools for students with disabilities identified and learned from failure, with a specific focus on how failure was used to drive school improvement efforts.Design/methodology/approachThis qualitative study involved interviews and observations during one school year in an urban school district in the southwestern United States. Participants varied in their levels of experience and their perceptions about establishing inclusion in their schools. In addition, each school ranged in the length of time working toward implementing inclusion and the relative success of their reform efforts.FindingsThis study presents insights into several types of failures with a range of causation, from what we term “unnecessary failures,” to “complex coordination failures” and “trial failures.” In response to these failures, the principals in this study attempted to foster a culture of professionalism and trust by creating avenues for relationship-building that would allow teachers and staff to buy into the inclusive mission of the school. Principals also attempted to build school capacity by working to strengthen teams and pre-existing structures and to cultivate teacher-leaders that could improve communication, motivate others and effectively lead meetings that would encourage authentic collaboration.Originality/valueAnalyzing and learning from instances of failure is an important practice, especially for failures that are unexpected, yet much of the literature on leading from failure exists in business management scholarship, with very limited examples in the area of special education and special education school leadership.

O ensino de ciências da vida e da natureza aos surdos: o que dizem importantes periódicos da área a respeito?

Há uma série de necessidades a serem atendidas para uma efetiva inclusão escolar dos surdos, em especial no que se refere às ciências da vida e da natureza. Uma delas diz respeito à construção e desenvolvimento de estratégias metodológicas adequadas para o ensino de estudantes surdos. Para se ter um panorama das produções recentes envolvendo o ensino de ciências a estudantes surdos, este trabalho teve como objetivo mapear as publicações feitas nos últimos 5 anos em alguns dos importantes periódicos da área de ensino e/ou de educação em ciências da vida e da natureza. Os resultados apontaram para o baixo número de publicações a tratar do ensino de ciências para estudantes surdos. Duas hipóteses são sugeridas para a discussão desse contexto. Uma delas seria a de que esses trabalhos têm sido publicados em quantidades e qualidades significativas sob outros formatos ou em outros periódicos. Outra hipótese, mais preocupante, é a de que esses trabalhos realmente não têm sido desenvolvidos e publicados, apesar da importância que eles teriam para a inclusão escolar dos surdos em relação à educação em ciências.

Altas habilidades na infância: teorias, avaliação e principais características

Este artigo analisa e discute as altas habilidades/superdotação, abordando aspectos relacionados às teorias sobre a natureza da inteligência, a avaliação diagnóstica e as principais características presentes em alunos superdotados. Para o referencial teórico do estudo nos pautamos nos pressupostos defendidos por Renzulli (2004) e Virgolim (2014), bem como na atual Lei de Diretrizes e Bases da Educação – LDB 9.394/96, entre outros documentos oficiais. O artigo tem como objetivo analisar as teorias da inteligência, compreender o processo de avaliação diagnóstica e identificar as principais características de educandos com altas habilidades/superdotação no contexto escolar. No que se refere à metodologia, o estudo foi viabilizado por uma revisão de literatura em bases de dados de pesquisas científicas. Os resultados apontam que mesmo diante da legislação, a educação especial ainda enfrenta muitos obstáculos e fica evidente que as escolas regulares quase sempre não estão preparadas para receber alunos com superdotação. Diante disso, ao final deste estudo, concluímos que é fundamental a formação continuada para os professores, principalmente no caso de atuarem em turmas nas quais há alunos com necessidades específicas de aprendizagem e/ou com altas habilidades/superdotação. É necessário que haja um olhar mais atento e específico para educandos com altas habilidades/superdotação, de modo a contemplá-los com uma efetiva inclusão escolar, de forma que esses alunos sejam parte integrante do processo de ensino-aprendizagem e não estejam apenas inseridos no espaço físico de uma sala de aula.

School Leaders and Inclusive Education in Peru: A Case Study of Principal Leadership in an Effective Inclusive School

School Leaders and Inclusive Education in Peru: A Case Study of Principal Leadership in an Effective Inclusive School

Undoing systems of exclusion: exploring inclusive leadership and systems thinking in two inclusive elementary schools

PurposeMost education systems were not initially designed to include students with disabilities. However, over the past 25 years, great strives have been taken to ensure students with disabilities have access to the general education classroom and to important social, emotional and academic opportunities. Within the USA, researchers have begun to focus on the principal's role in creating and sustaining effective inclusive schools. The purpose of this article is to examine the leadership practices and perceptions associated with creating effective inclusive schools for students with disabilities.Design/methodology/approachThis qualitative study examined how two elementary school principals created an effective inclusive school and how they understood the challenges and change processes associated with inclusion. Each principal was interviewed and observed four times over one school year. Teachers and district administrators were also interviewed to gain insights into the school's progress with inclusion and to verify principals’ interview data.FindingsThis study added to existing research by identifying the following leadership practices critical to creating effective inclusive schools: (1) creating a culture of change-oriented collaboration, (2) planning and evaluating, (3) building capacity and (4) developing/revising plans. The principals felt that these practices enabled inclusion to take root, despite challenges and the chaotic nature of life in schools. A total of three additional themes emerged related to how principals understood change processes and challenges associated with inclusion: collaborative inquiry, information flow and crises/distractions/fatigue.Practical implicationsSeveral key leadership practices were identified in this study, including practices associated to systems thinking (ST). These practices hold promise and might be applied to thoughtfully design inclusive reforms. Faculty in principal preparation programs might also consider exposing aspiring leaders to the literature on leadership for effective inclusive schools as well as systems thinking.Originality/valueThe paper identifies the leadership practices of two principals who created effective inclusive schools. The paper is unique as it applies a ST lens to the investigation of leadership for inclusion.

Attitudes of Mainstream and Special-Education Teachers toward Intellectual Disability in Italy: The Relevance of Being Teachers.

The attitudes of teachers toward intellectual disability (ID) contribute to an effective school inclusion of students with ID, thereby enhancing their quality of life. The present study was aimed at investigating the attitude differences toward ID of mainstream and special-education teachers in Italy and the general and specific teachers’ characteristics most related to these attitudes. An online version of the Attitudes toward Intellectual Disability (ATTID) questionnaire was filled by 307 mainstream teachers and 237 special-education teachers. The findings show that special-education teachers held more positive attitudes. Specific ATTID dimensions were positively affected for both types of teachers by previous training in special education/ID, perceived support, and promotion of positive attitudes toward ID, in addition to the quality of relationships with individuals with ID, while they were positively affected for special-education teachers by perceived efficacy of ID knowledge. No or very limited effects were observed for previous experience in teaching students with typical development or ID (even with severe/profound ID). Fostering resources to provide teachers with high-quality training, support, and resources and strategies to promote positive attitudes toward ID seems a relevant approach leading to favorable attitudes, thereby improving the quality of life of students with ID.

Principal leadership for students with disabilities in effective inclusive schools

PurposeCreating inclusive schools for students with disabilities is a major leadership responsibility for principals throughout the world. Each national, regional and local context is different, but every principal can help create and support inclusive schools. The purpose of this article is to describe the evolving context of inclusive education and school leadership in the United States aligning what is known to an established leadership framework (Hitt and Tucker, 2016), as there are similarities between the Hitt and Tucker domains and the work of leaders in inclusive schools. The authors emphasize that inclusive leadership is consistent with existing conceptualizations of principals' work. The authors consider specific policies and organizational conditions that support inclusive schools and highlight successes and continuing challenges for principals that can be applied throughout the world.Design/methodology/approachThis paper utilizes an exploratory approach to review the US policy-related and empirical literature on school leadership for effective inclusive schools. The authors draw across time from research syntheses in school and inclusive leadership from leading journals in educational leadership, special education and edited volumes focused on school leadership. The authors analyze common themes centered on leadership practice, organizational and social conditions and challenges.FindingsThe research review identified effective leadership practices that support inclusive education in the United States and provides a critical discussion of how these findings relate to international research and practice.Practical implicationsThe paper considers the relevance of national policy contexts coupled with a review of school leadership for inclusive schools that is insightful for policymakers and practitioners seeking to create more inclusive schools throughout the world.Originality/valueThe paper offers a situated review of leadership for inclusive schools in the United States. As such, this review lays the foundation for a comparative and international conversation on school leadership for inclusion.

Brazilian legislation and the school inclusion of individuals with communication disorders

ABSTRACT Objective: to verify if the current Brazilian Legislation assures the effective school inclusion of individuals with communication disorders. Methods: the present study is an integrative review. Legislation related to the topic was searched on public databases, such as the website of the Planalto Palace (Brazilian Federal government headquarters), the website of the Culture and Education Ministry (Ministério de Educação e Cultura - MEC) the website of the National Education Council from Federal Government. Brazilian laws, ordinances and guidelines regarding special education of individuals with autism, intellectual disability, hearing impairment and dyslexia were consulted, since the descriptor "Communication Disorders" did not show any results. Results: twenty-one (21) identified norms met the inclusion criteria. Among these, thirteen (13) address disabilities in a generalized manner. The other eight (8) regulations are specific in relation to autism, intellectual disability, hearing impairment and dyslexia. Conclusion: despite the significant number of norms, the current Brazilian legislation does not allow for real school inclusion. Individuals with communication disorders do not have a specific legislation that could guide the peculiarities of each disorder, as well as their special educational needs. Thus, it was concluded that these individuals need legal support respecting their specificities, to allow their effective school inclusion.

Does Mainstreaming Work? Teachers’ Perspectives on Inclusive Education

This paper presents the perspectives of teachers working in a vocational high school in Rome, considered a best practice for the success of its inclusion projects. The research adopted a phenomenological approach, according to which the focus of investigation is the study of subjective experience, and the comprehension of phenomena as they are lived and perceived by individuals. The research design was based on qualitative and participatory instruments such as in-depth interviews and field observations. Drawing mainly on data collected through interviews, the article describes teachers’ viewpoints about the factors and managerial choices that contribute to the excellent results of the institution in the area of inclusion. The results are presented referring to relevant national and international scientific contributions about inclusive education and the effects of mainstreaming . The findings clearly show how effective school inclusion requires both top down and bottom up actions in order to create a supportive culture. When this requirement is met, a high number and variety of special needs represents an opportunity for the teaching staff to develop skills and competence. https://doi.org/10.26803/ijlter.17.10.4

Leadership for Effective Inclusive Schools: Considerations for Preparation and Reform

School leadership is critical to provide students with disabilities with opportunities to learn in inclusive schools. We summarise research about inclusive leadership, outlining factors that promoted and impeded inclusive schools in the United States. Next, we provide an example of a national collaboration between the Council of Chief State School Officers (CCSSO) and the Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR) Center that linked theProfessional Standards for Educational Leaders(PSEL; National Policy Board for Educational Administration, 2015) to a supplemental guidance document, titledPSEL 2015 and Promoting Principal Leadership for the Success of Students With Disabilities. The latter illustrates what effective inclusive school leadership means for each of the 10 PSEL standards, and provides recommendations for improving leadership preparation and policy, including licensure. We also consider possible implications of this work for those in other countries, emphasising the need for widely understood and shared leadership practices and the need to link such practices to initial and ongoing leadership development.

Leadership, Inclusion, and Quality Education for All

The purpose of this research was to investigate leadership facilitating effective inclusive school practices. Data were collected from leaders at a complex multicultural school perceived by the system and local community as an inclusive school with a focus on quality education. A qualitative case study was used and data were collected over a 6-month period of immersion at the research site. Data included semistructured interviews with the head of special education and the school principal, observations of dialogical and behavioural data described within the lead researcher's reflective journal, and the documented operational structure of the school. The findings include insights into what the principal and head of special education believed inclusion to be, and how these leaders worked with staff to embed inclusive practices. The conclusion drawn from the study is that school leadership for inclusion involves making hard decisions. It is a complex and multifaceted act requiring consciously targeted effort, advocacy, and particular ways of leading. Inclusive practices need reinforcing by frequently articulated expectations, support, and acknowledgement that for all stakeholders inclusion is a constant journey toward a shared vision.

As Contribuições do Uso da Comunicação Alternativa no Processo de Inclusão Escolar de um Aluno com Transtorno do Espectro do Autismo

RESUMO: o presente estudo é a continuidade de uma pesquisa maior, cujo objetivo foi implementar um programa de capacitação oferecido a professores da rede municipal do RJ, atuando no Atendimento Educacional Especializado (AEE) para introduzir o uso do sistema PECS-Adaptado junto aos alunos com Transtorno do Espectro do Autismo (TEA). Ao término da pesquisa, surgiram questionamentos, dando origem a esta investigação, que foi dividida em dois estudos: primeiro foi o follow-up da pesquisa maior e teve como objetivo verificar a eficácia e continuidade do uso do PECS-Adaptado pela professora do AEE com seu aluno com TEA. Foi realizado em uma sala de recursos no município do RJ e participaram da pesquisa a professora e o aluno com TEA. Ocorreram sete sessões, que foram analisadas a partir de um protocolo de registro dos níveis de apoio oferecido nas fases do PECS-Adaptado. Os resultados sinalizaram continuidade no uso do sistema pela professora. O Estudo II objetivou analisar as interações comunicativas do mesmo aluno do estudo I com uma professora e uma estagiária em ambiente de sala de aula regular. Foram realizadas 10 sessões de observação e intervenção quanto aos atos comunicativos e estes foram categorizados e dispostos em quadros para melhor visualização. Os resultados mostraram maior interação comunicativa do aluno com a estagiária na fase de intervenção, além de generalizar o uso do PECS-Adaptado na sala de aula regular. Concluiu-se que a comunicação é um dos fatores fundamentais para que a inclusão escolar de um aluno com TEA ocorra de forma mais efetiva.

A inclusão escolar nas autobiografias de autistas

Resumo: O objetivo deste texto é abordar a inserção escolar no campo do autismo por meio de diversas experiências escolares relatadas nas autobiografias escritas por autistas. O estudo é teórico e está alicerçado na análise dos livros escritos por 14 autistas. Discutem-se as críticas que estes realizam em relação à impermeabilidade dos especialistas do campo do autismo ao saber que os autistas têm sobre si, constatando-se a importância de se estudar as orientações fornecidas pelos próprios autistas nestas autobiografias para uma mais efetiva inclusão escolar do autista.

Atividades de Enriquecimento Escolar Como Estratégia Para Contribuir com a Inclusão Escolar dos Alunos com Altas Habilidades/Superdotação

Este artigo tem como finalidade discutir a inclusão escolar de alunos com altas habilidades/superdotação (AH/SD), tendo em vista que essa proposta é uma realidade presente na maioria das escolas brasileiras. No entanto, ainda busca-se uma efetiva inclusão escolar, que vai além da garantia de matrícula dos alunos com necessidades educacionais especiais (NEEs) na escola comum. Dessa forma, pretende-se que as políticas públicas desloquem seus esforços para a permanência desse aluno na escola com a devida qualidade de ensino e aprendizagem que este tem direito. Para colaborar com essa discussão será apresentada uma pesquisa que investigou a inclusão escolar de uma aluna com indicadores de AH/SD, matriculada nas séries iniciais de uma escola da rede pública, da cidade de Santa Maria, Rio Grande do Sul. A pesquisa configurou-se como qualitativa, descritiva, do tipo estudo de caso. Os dados foram coletados a partir da observação do cotidiano da sala de aula em que a aluna estava matriculada, contou também com atividades de enriquecimento escolar, além de entrevistas com a professora e os pais da aluna. Posteriormente a entrevista foi transcrita e os dados foram analisados de forma descritiva relacionando-os com as observações participantes que as pesquisadoras realizaram no ambiente escolar. Ao finalizar a pesquisa constatou-se que as estratégias pedagógicas que a professora utilizava não contribuíram para a inclusão escolar da aluna com indicadores de AH/SD. Infelizmente, esses dados revelam que a inclusão escolar desses alunos ainda tem um longo caminho pela frente, tendo em vista que muitos professores ainda não reconhecem que os alunos com AH/SD apresentam NEEs, por isso muitos ainda estão invisíveis nas salas de aulas.

English

The characteristically disruptive conduct exhibited both at school and home by children diagnosed with attention deficit hyperactivity disorder (ADHD) appears to be particularly emotionally difficult for the children’s mothers, who often turn to educational professionals for guidance. With a view to improving best practice in assistance to mothers and to promoting the tenets of inclusive education policy, the authors investigated the ways in which mothers experienced the support provided by educational psychologists. A qualitative interpretivist approach was adopted, with five purposefully selected mothers, whose children had previously been diagnosed with ADHD. Data was gathered from a focus group discussion and an individual interview. It emerged that mothers experienced parenting their children with ADHD as stressful, requiring continual reassurance and emotional support from educational psychologists. Having need of counselling for their families and academic help for their children, these mothers expected that educational psychologists should collaborate with educators and other role players, so as to enhance overall support to their children as learners. The findings pointed to the need for an effective inclusive school environment that forefront the role of educational psychologists in sharing knowledge and working collaboratively across the education system in South Africa.

Formação de professores na escola inclusiva: possibilidades, limites e aproximações entre Brasil e Argentina

School inclusion and the construction of an inclusive school involve several structural changes in education systems and care of pupils with special educational needs. This construction requires skills and abilities of teachers to teach all students differently. In Brazil, since 2007, the program Multifunctional Resources Rooms - MRR for the care of students with special educational needs in municipal and state schools has been offered as a model of care for those students. In Argentina, this demand has been met in special schools and also in mainstream schools, in different modalities. This paperwork aims to raise a discussion on what concerns the training of teachers for inclusive education, approaches and questions among the possibilities offered in the two countries. Contributions and perceptions of eight teachers who work with specialized education in Multifunctional Resources Rooms featuring eight schools from Dourados, Mato Grosso does Sul, Brazil were presented. This research integrates the National Observatory of Special Education: National Network Study on Multifunctional Resources Rooms in public schools. Data from interviews with teachers from Dourados/MS were presented. The technique, focused, the characteristics, strengths and difficulties of the work of these teachers in action in Specialized Educational Services Groups as well as the training of those teachers which concerns teacher´s education policies viewing to promote effective school inclusion of children with special educational needs placed in mainstream schools.

<b>A acessibilidade e a educação: um direito constitucional como base para um direito social da pessoa com deficiência</b>

http://dx.doi.org/10.5902/4415Os recentes avanços na política para atendimento da pessoa com deficiência no Brasil têm aproximado várias áreas do conhecimento. Profissionais de diversos ramos (arquitetura, engenharia e direito, por exemplo) participam do debate trazendo enriquecimento para a área da educação, bem como levantando questões sobre a sua prática. Levando em consideração que a educação é um direito social e a acessibilidade é um direito constitucional, buscou-se identificar essa interface e trazer reflexões para a efetivação da inclusão escolar. A pesquisa foi feita em bibliotecas e na internet, por meio de sites governamentais e educacionais. Os documentos, leis, decretos, normas, artigos, dissertações e teses encontrados foram sistematizados a fim de subsidiar a discussão. Conclui-se que a conquista desse direito constitucional, como ferramenta para a efetivação de um direito social – a educação – é um processo que requer a participação ativa das instituições de ensino, principalmente do ensino superior, ao qual compete a formação dos profissionais que lidam com a questão, de forma direta ou indireta. Palavras-chave: Acessibilidade; Educação Especial; Inclusão escolar.

<b>A acessibilidade e a educação: um direito constitucional como base para um direito social da pessoa com deficiência</b>

The late improvements in policies for care of people with disabilities in Brazil have drawn near many different fields of knowledge. Professionals of diverse areas (architecture, engineering and laws, for example) joined the discussion enriching the education field, but also raising questions about their practice. Taking into account the idea that education is a social right and accessibility is a constitutional right, this study sought to identify the interphase and to raise reflections for the effective school inclusion. The research was conducted in libraries and on the internet, through governmental and educational websites. The found documents, laws, decrees, norms, articles, dissertations and theses were all systemized in order to support the discussion. We have concluded that the conquer of that constitutional right, as a tool for the effective social right (in this case, education), is a process that requires active participation of educational institutions – mainly higher education institutions, which are responsible for the education of professionals who deal with the matter, either directly or indirectly.

Inattention and Hyperactivity Behavioral Pattern of a Child With Williams Syndrome

Children and adolescents with Williams syndrome (WS) frequently present inattention and hyperactivity. This study aims to compare the number of behaviors of inattention and hyperactivity/impulsivity in one child with WS in two school settings: a regular class setting and an experimental class setting with the introduction of strategies for behavioral management. A case study was conducted with a child with WS, his regular teacher at school, his mother, and a teacher of the experimental class setting. A protocol was used to observe behavioral patterns of inattention, hyperactivity, and impulsivity. Behavioral strategies of stimulus control and reinforcement were also used. Results indicated a significant improvement in the rates of inattention and hyperactivity responses for the experimental class condition. Behavioral strategies, if adapted to the needs of students with WS, may optimize an effective school inclusion and contribute to the child’s adaptation to classroom setting.

A Case Study of Principal Leadership in an Effective Inclusive School

This investigation examined the role of the principal in school change during the current era of high-stakes accountability. Qualitative methods were used to conduct a case study of one principal who had a record of success in leading school change efforts and developing a model inclusive program in his school. The results of the case study revealed that the principal viewed his primary role as “lubricating the human machinery,” or providing support for teachers so that they could do their best work. He enacted this role by nurturing and caring for his staff, buffering his faculty from external pressures associated with high-stakes accountability, providing high-quality professional development, and ensuring that teachers had opportunities to assume leadership roles in the school. The implications of these findings for practice are discussed.