Developing capabilities for social inclusion

Engaging diversity through inclusive school communities

Linda J. Graham, Valerie Harwood

Research output: Contribution to journalReview article

21 Citations (Scopus)

Abstract

The effort to make schools more inclusive, together with the pressure to retain students until the end of secondary school, has greatly increased both the number and educational requirements of students enrolling in their local school. Of critical concern, despite years of research and improvements in policy, pedagogy and educational knowledge, is the enduring categorisation and marginalisation of students with diverse abilities. Research has shown that it can be difficult for schools to negotiate away from the pressure to categorise or diagnose such students, particularly those with challenging behaviour. In this paper, we highlight instances where some schools have responded to increasing diversity by developing new cultural practices to engage both staff and students; in some cases, they have responded to decreasing suspension while improving retention, behaviour and performance.

Original languageEnglish
Pages (from-to)135-152
Number of pages18
JournalInternational Journal of Inclusive Education
Volume15
Issue number1
DOIs
Publication statusPublished - Feb 2011

Keywords

  • behaviour support
  • education for social inclusion
  • inclusive practice
  • political philosophy

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