Session Information
04 SES 13 A, Defining Diversity
Paper Session
Contribution
The paper presents results of the research project “cooperation between teachers and special education teachers in an inclusive classroom”. Concerning the different definitions of inclusion (Ainsow et al. 2006) the study is based on a conceptualization of inclusion which goes beyond the question of placement of children regarded as disabled or having special educational need. Rather inclusion addresses the fundamental questions on dealing with diversity in educational settings (Werning/Löser 2010). Following a systemic-constructivist perspective (Werning 2007) on disability and special need education the construction of these as well as other categorization by an observer in a particular context is emphasized. Hence with regard to the development of inclusive education the values, principles and practices as well as their enactment in a particular context have to be considered (Ainscow et al. 2006). Though inclusive education is not only about inclusive schools (ibid.; Dyson/Millward 2000), developing schools (Ainsworth et al. 2006, Dyson 2010) is one essential aspect.
The project focuses on classroom related cooperation between teachers and thus refers to the importance of teams for institutional development (Senge 1996). Teacher collaboration is regarded as one factor of inclusive schools (Lipsky/Gartner 1999). However, the importance and characteristics of teacher cooperation, as Dyson and Millward (2000) emphasized, have to be considered further to understand for instance the development of shared beliefs and their impact on the practices (see concerning a continuing dialog: Skidmore 1999)
The research project draws on a model of cooperation between mainstream and special education teachers based on the ecosystemic approach of Bronfenbrenner (Lütje-Klose/Willenbring 1999). This does not only refer to the personal and interactional dimension of cooperation, but also emphasizes the embeddedness of cooperation in the organisational structures (see for the importance of the individual, interpersonal and institutional level: Artiles 1998).
Against this background the study aims to reach an empirical grounded and theorized thick description (Geertz 1983) of the cooperation processes and structures between teachers and special educationalist at an urban integrative comprehensive school. In particular, the research questions refer to the acutal practices as well as the perception and appraisal of teacher cooperation by the participants: How can the development of the cooperative processes be described against the backdrop of the specific context of the school? Do the perspectives of different teachers working together differ oder concur? How do teachers and students perceive and value teacher cooperation?
The research is based on an investigation at an integrative comprehensive school located in an urban area which is characterized by the heterogeneity concerning the family backgrounds. Enhancing inclusive schooling is a declared goal of this school. Nevertheless, the school is influenced by a political and administrative context which links ressources to the labeling of individual students. However, there are changes expected following the UN-Convention on the Rights of People with Disabilites.
Taking the interconnectedness of local and global dimension of inclusive education (Artilles/Dyson 2005) into account, the research projet contributes to the current European as well as international discussion on and empirical grounded understanding of inclusive eduation.
Method
Expected Outcomes
References
Ainscow, M., Dyson, A., Booth, T. (2006) Improving Schools, Developing Inclusion. London: Routledge. Artiles, A. J. (1998). The Dilemma of Difference: enriching the disproportionality discourse with theory and context, The Journal of Special Education, 32(1), 32–36. Artiles, A. J., Dyson, A. (2005) Inclusive Education in the Globilization Age, in D. R. Mitchell (Ed.), Contextualizing Inclusive Education. London: Routledge, 37-62. Dyson, A. (2010) Die Entwicklung inklusiver Schulen: drei Perspektiven aus England. [Developing Inclusive Schools: three perspectives from England], Die deutsche Schule 102(2), 115–130. Dyson, A., Millward, A. (2000) Schools and Special Needs: issues of innovation and inclusion. London: Paul Chapman. Flick, U. (1997) The Episodic Interview: discussion papers in qualitative research 5. London: LSE. Geertz, C. (1983) Dichte Beschreibung. [Thick Description]. Frankfurt/a.M.: Suhrkamp. Knoblauch, H. (2001) Fokussierte Ethnographie. [Focused Ethnography], Sozialer Sinn, (1), 123–141. Lamnek, S. (2005) Gruppendiskussion. [Group Discussion] (2nd edn). Weinheim: Beltz. Lipsky, D. K., Gartner, A. (1999) Inclusive Education: a requirement of a democratic society, in H. Daniels & P. Garner (Eds.), Inclusive Education. London: Kogan Page, 12–23. Lütje-Klose, B., & Willenbring, M. (1999). "Kooperation fällt nicht vom Himmel". [Potentialities of supporting cooperative processes in teams of mainstream and special education teachers from a systemic perspective], Behindertenpädagogik, 38(1), 2–31. Senge, P. M. (1993). The Fifth Discipline. London: Century Business. Mayring, P. (2008). Qualitative Inhaltsanalyse. [Qualitative Content Analysis] (10th edn). Weinheim: Beltz. Skidmore, D. (1999) Divergent Discourses of Learning Difficulty, British educational research journal, 25(5), 651–664. Strauß, A. L., Corbin, J. (2003) Basics of Qualitative Eesearch (2nd edn). Thousand Oaks: Sage. Werning, R. (2007) Das systemisch-konstruktive Paradigma. [The Systemic-constructivist Paradigm], in J. Walter & F. B. Wember (Eds.), Sonderpädagogik des Lernens. Göttingen: Hogrefe, 128–142. Werning, R., Löser, J. M. (2010) Inklusion: aktuelle Diskussionslinien, Widersprüche und Perspektiven. [Inclusion: current trends, contradictions and perspectives], Die deutsche Schule, 102(2), 103–115.
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