Inclusive Education: Achieving Social Justice through Education for Responsibility

Author(s):

Mary McNeilAnn NevinJacqueline Thousand

Conference:

ECER 2009

Network:

4. Inclusive Education

Format:

Paper

Session Information

04 SES 07 C, Inclusive Pedagogy and Literacy

Paper Session

Time:

2009-09-29

15:30-17:00

Room:

NIG, HS C

Chair:

Rune Sarromaa Hausstätter

Contribution

Information to follow

Method

The authors conducted a review of the literature on the responsibility of educators at all levels to achieve social justice in including students with disabilities in K-12 education programs. They organized the results into theoretical, organizational, curricular, instructional, and assessment approaches and discussed the results within the framework of a Circle of Courage model to achieve the goals of education (loosely categorized in 4 areas—independence, mastery, generosity, and belonging).

Expected Outcomes

The research suggests that teachers need to focus on methodologies that allow students to practice being responsible for their own learning. Villa,Thousand,& Nevin(2007)synthesized the research and practice related to instruction methodologies and theoretical constructs that promote social justice in education.Table 1 provides brief descriptions of prevalent theoretical constructs,organizational structures,and curricular approaches that are compatible with the tenets of providing inclusive educational opportunities for students with disabilities and that result in increased flexibility(i.e., response-ability) as well as accountability (i.e. responsibility).Teachers and administrators are encouraged to cultivate a renewed interest in learning theories.Table 2 explains differentiated instruction strategies and assessment approaches that promote social justice in education. When teachers use such approaches, students are provided with options for projects that result in individually negotiated learning contracts that encourage them to select the topic that they will study, the resources that they will use, and the methods by which they will demonstrate mastery.

References

Alexander, D., Gomezllanos, J., & Sanchez, G. (2008, July). System kids: From our perspective. Presentation for 10th Annual San Diego Summer Leadership Institute, Cal State San Marcos, San Marcos, CA. Befring, E., Thousand, J., & Nevin, A. (2000). From normalization to enrichment: A retrospective analysis of the transformation of special education principles. In R. A. Villa & J. S. Thousand (Eds.). Restructuring for caring and effective education: Piecing the puzzle together (2nd ed., pp. 558-574). Baltimore, MD: Paul H. Brookes Publishing. Kesson, K., Kaliba, C.J., & Paxton, K. (2002). Democratic education and the creation of a loving and just community. In J. Thousand, R. Villa, and A. Nevin (Eds.). Creativity and collaborative learning: The practical guide to empowering teachers, students, and parents (2nd ed., pp. 3 – 12). Baltimore: Paul H. Brookes Publishing Company. Landorf, H., & Nevin, A. (2007, October). Inclusive global education: Implications for social justice. Journal of Educational Administration, 45(6). 711-723. Retrieved May 12, 2009: http://www.ingentaconnect.com/content/mcb/074/2007/00000045/00000006/art00005 Nevin, A., McNeil, M., & Kellogg, J. (2006, Summer). Living and learning in a global community: Listen to the voices of the Pakistani teachers. New Hampshire Journal of Education, 9, 10-15. Nevin, A., Smith, R. S., & McNeil, M. (2008). Shifting attitudes of related service providers: A disability studies & critical pedagogy approach. International Journal of Whole Schooling, 4(1).1-12. Retrieved May 12, 2009, from http://www.wholeschooling.net/Journal_of_Whole_Schooling/IJWSIndex.html Noddings, N. (1992). The challenge to care in schools. New York: Teachers College Press. Solomon, D., Schaps, E., Watson, M., & Battistich, V. (1995). Creating caring school and classroom communities for all students. In R. Villa, J. Thousand, W. Stainback, & S. Stainback (Eds.). Restructuring for caring and effective education: Piecing the puzzle together (pp. 41-60). Baltimore: Paul H. Brookes Publishing Company. Thousand, J., McNeil, M., & Nevin, A. (2000). Achieving social justice through education for responsibility. In R. Villa and J. Thousand (Eds.), Restructuring for caring and effective education, (2nd ed.) (Chapter 6, pp. 137-166). Baltimore, MD: Paul H. Brookes. Villa, R., Thousand, J., & Nevin, A. (2007). Differentiated instruction: Collaborative planning and teaching for universally designed learning. Thousand Oaks, CA: Corwin Press. Van Bockern, S., Brendtro, L., & Brokenleg, M. (2000). Reclaiming our youth. In R. Villa and J. Thousand (Eds.). Restructuring for caring and effective education: Piecing the puzzle together (2nd ed., pp. 56-76). Baltimore: Paul H. Brookes Publishing Company.

Author Information

Mary McNeil

Chapman University

College of Educatinal Studies

Newport Beach

220

Ann Nevin

Arizona State University

Education

Pembroke Pines

220

Jacqueline Thousand

California State University San Marcos

College of Education

San Diego

220

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