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Our Research Catalogue contains grants and outputs data up until April/May 2014.

Understanding and Developing Inclusive Practices in Schools

Grant reference: L139251001

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Book chapter details

TLRP: Using research to encourage the development of inclusive practices
The field that has been known as special education or, more recently, special needs education, is involved in a period of considerable uncertainty. In particular, the emphasis on inclusive education that is now evident in many countries challenges special needs practitioners to reconsider their own thinking and practice. This context of uncertainty provides the special education field with new opportunities for continuing its historical purpose of representing the interests of those learners who become marginalised within existing educational arrangements. My own work attempts to contribute directly to thinking and practice in relation to such developments, at the classroom, school and systems levels. For many years I have worked closely with educational practitioners, and I see my task as helping them to learn from their experiences and, in so doing, to point to patterns and examples of practice that might be instructive to others who are addressing similar agendas. In this sense my aim is not to propose recipes that can be applied universally but rather to suggest ingredients that might be worthy of further consideration within particular contexts. In this chapter I illustrate the nature and potential of this approach, focusing on research that is concerned with the development of inclusive practices in schools. An important issue within this work focuses on the identification of factors that help to generate a momentum for change. In other words, what are the ‘levers’, or incentives, that are most effective in changing existing practice?
Original Document

Primary contributor

Author M Ainscow

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