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Project

Inclusive practices and co-support in Flemish secondary schools. A qualitative study on inclusive school development.

Inclusive practices and co-support in Flemish secondary schools. Qualitative study on inclusive school development.

Annet De Vroey; Supervisors: Prof. dr. Katja Petry & Prof. dr. Elke Struyf (UA)

In spite of international statements and legislation, becoming an inclusive school is a complex process of educational change, challenged by many constraints. Qualitative research on inclusive practices, processes and interventions may add to the understanding of key factors and the implementation of inclusive education. Using a multiple case study design, the objective of this study is to assess inclusive school development and classroom practice in Flemish secondary schools, characterized by achievement-based secondary streams, and a dual system of mainstream and special education and support delivery.   

Based on organizational, educational and sociological perspectives of inclusion, four studies are performed: (1) a literature review in search for key factors that contribute to the development of inclusion in secondary education, and (2) a meta-synthesis evaluating implementation strategies of inclusion in secondary schools, followed by a multiple case study on inclusion across 12 secondary schools in Flanders, evaluating (3) inclusive classroom practice across secondary streams and grades, and (4) inclusive school development processes within and across the case-study schools.   

While implementation models vary, knowledge of key factors for successful inclusion in secondary schools is crucial, such as teachers’ and peers’ attitudes, access to the general curriculum, shared decision-making and collaborative practice. In Flemish illustrative case studies, observations of inclusive classroom practice - across grade levels, streams and with regard to diverse support needs -, show the capacity of teachers to access the curriculum in a balanced way, performing emotionally supportive skills and high quality instruction towards the whole group as well as individual student needs.  However, few adaptations are used. A framework of inclusive classroom practice is developed accordingly, which is introduced and evaluated in teacher education.  Analysis of interviews with principals, teachers, students, peers, parents and visiting support teachers show a variety of implementation processes, all based on supportive relationships, shared leadership and know how, strategies of integrated support and collaborative practice.  Schools find ways of adopting inclusive practice, in line with former diversity practice and the school’s values.  Reaching a higher self-efficacy through effective classroom practice and embedded support, school teams discuss further needs and challenges of inclusion with regard to full academic participation, and sustainable collaborative support.  

Date:13 Mar 2012 →  21 Nov 2016
Keywords:Inclusive education
Disciplines:Orthopedagogics and special education
Project type:PhD project