Making sense of the development of inclusive practices

Authors: Ainscow M.; Howes A.; Farrell P.; Frankham J.

Source: European Journal of Special Needs Education, Volume 18, Number 2, June 2003 , pp. 227-242(16)

Publisher: Routledge, part of the Taylor & Francis Group

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Abstract:

Schools in England are currently being asked to pay greater attention to the issue of educational inclusion. This paper reports some of the findings of a collaborative action research Network that was set up to address the implications of this trend. The Network involves teams of university researchers in working with practitioners in order to encourage the development of inclusive practices. As a result of this work, it is argued that the development of such practices is not about adopting 'recipes' of the sort described in much of the existing literature. Rather, it involves social learning processes that occur within a given workplace. The paper attempts to provide deeper understandings of what these processes involve. To assist in this analysis use is made of the idea of 'communities of practice', as developed by Etienne Wenger, focusing specifically on the way he sees learning as a characteristic of practice. It is argued that the development of inclusive practices involves collaborative working arrangements; that they can be encouraged by engagement with various forms of evidence that interrupt ways of thinking; and that the space that is created through such interruptions can enable those involved to recognize overlooked or, indeed, new possibilities for moving practice forward.

Keywords: Inclusive practices; collaborative action research; communities of practice; evidence

Document Type: Research article

DOI: http://dx.doi.org/10.1080/0885625032000079005

Affiliations: 1: Educational Support and Inclusion Research Group, Faculty of Education, University of Manchester, Manchester, UK

Publication date: 2003-06-01

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