Action Research for Inclusive Education: Changing Places, by F. Armstrong

By F. Armstrong

This booklet offers and discusses an method of motion study to assist opposite discriminatory and exclusionary practices in schooling. Insider money owed of motion examine can help problem assumptions in regards to the limits of inclusive schooling, and provide examples of the way switch could be realistically completed via techniques of collaboration and participation. Written by way of a workforce of practitioner researchers drawn from a variety of faculties and providers, this booklet addresses a variety of real-life events by way of exploring ways that lecturers have tackled inequalities within the institution setting via motion learn in response to ideas of equality and democracy. those comprise: * the co-ordination of companies for minority ethnic teams, together with refugee and asylum looking teenagers* younger children with autism operating with friends within the literacy hour* motion learn and the inclusion of homosexual scholars* constructing the function of studying help assistants in inclusion * decreasing exclusion of kids with hard behaviour * hearing the voices of younger people with  severe studying problems * constructing hyperlinks among detailed and mainstream faculties * demanding marginalising practices in additional schooling.

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Callender, C. and Smith, N. (1999) Accessing Funding in FE, London: FEFC. Carr, W. (1995) For Education: Towards Critical Educational Enquiry, Oxford: Oxford University Press. Cohen, L. and Manion, L. (1994) Research Methods in Education, London: Routledge. Elliot, J. (1991) Action Research for Educational Change, Oxford: Oxford University Press. Fryer, R. H. (1997) Learning for the Twenty-first Century, London: DfEE. Glaser, Barney G. (1998) Doing Grounded Theory: Issues and Discussions, Mill Valley CA: Sociology Press.

The word ‘therapy’ was used by Hannah, the therapeutic effect that comes from having time to talk, to be listened to and to laugh. We had lots of occasions to laugh during our meetings together. She made me laugh about the college’s fire evacuation procedures when told from the perspective of someone who would be left in the building to ‘wait to be rescued’. She made me laugh in the way she talked disparagingly about ‘the walkers’ in college, people like me. We both laughed at the humour of Eddie Izzard.

How can segregated special schools promote an inclusive educational system? Do my professional practices of working from within a special school contradict my professional and personal commitment to the ideals and values of inclusion? In this chapter I shall draw on a small action research project to explore some ideas which are sometimes ignored in debates on inclusion and its possible meanings and interpretations. There is a multitude of different, and often contradictory, notions of what constitutes ‘inclusion’, resulting in confusion and uncertainty about how to interpret inclusive values in terms of our everyday practice.

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