NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1408947
Record Type: Journal
Publication Date: 2024
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1034-912X
EISSN: EISSN-1465-346X
Creating Inclusive Classroom Environments: A Practitioner-Friendly Typology of Regular Classroom Teachers' Responses to the Call
Claire Sly; Elaine Chapman; Tom O'Donoghue
International Journal of Disability, Development and Education, v71 n1 p69-82 2024
For several decades now, there have been calls for the creation of inclusive learning environments within regular classroom settings. Teachers and other practitioners involved in this task need various types of guidance to assist them. While general principles deduced from empirically-based positivist studies are valuable, micro-sociology based constructions of teacher 'types' can also be helpful, particularly in helping stakeholders to clarify their views on their work and suggesting possible approaches worthy of being put to the test of practice. Unfortunately, various existing typologies are couched in the language of the social scientist rather than that of practitioners, thus not making them very user friendly. This paper is offered as an attempt at addressing this deficit. Fourteen teachers drawn from 10 different Western Australian schools participated in the study. The analysis led to the generation of five 'types' of teachers in terms of their perspectives on how they have responded to the demand for inclusive learning environments: 'abstainers', 'doggie paddlers', 'splashers', 'pre-squad members' and 'squad members'. The study would be of interest in its implications for educators involved in creating school cultures and professional development related to inclusion, and also, as an ideographic work of theory.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A