We are inclusive. We are a team. lets just do it’: Commitment, collective efficacy, and agency in four inclusive schools

International Journal of Inclusive Education

Volumn 20, Issue 8, 2016, Pages 889-907

  Lyons, Wanda E ^a   Thompson, S Anthony ^a   Timmons, Vianne ^a  

^a UNIVERSITY OF REGINA   (Canada)

Author keywords

Agency; Collaboration; Collective efficacy; Inclusive education

Indexed keywords

EID: 84954200147     PISSN: 13603116     EISSN: 14645173     Source Type: Journal    
DOI: 10.1080/13603116.2015.1122841     Document Type: Article

References (96)

1. Ainscow, M. 2005. “Developing Inclusive Education Systems: What are the Levers for Change?” Journal of Educational Change 6 (2): 109-124.
2. Ainscow, M., Booth, T., and Dyson, A. 2006. “Inclusion and the Standards Agenda: Negotiating Policy Pressures in England.” International Journal of Inclusive Education 10 (4-5): 295-308.
3. Ainscow, M., and Miles, S. 2008. “Making Education for All Inclusive: Where Next?” Prospects 38 (1): 15-34.
4. Artiles, A. J., and Kozleski, E. G. 2007. “Beyond Convictions: Interrogating Culture, History, and Power in Inclusive Education.” Language Arts 84 (4): 357-364.
5. Artiles, A., Kozleski, E., Dorn, S., and Christensen, C. 2006. “Learning in Inclusive Education Research: Re-mediating Theory and Methods with a Transformative Agenda. Review of Research in Education 30: 65-108.
6. Avramidis, E., and Norwich, B. 2002. “Teachers’ Attitudes towards Integration/Inclusion: A Review of the Literature.” European Journal of Special Needs Education 17 (2): 129-147.
7. Bandura, A. 1997. Self-efficacy: The Exercise of Control. New York: Freeman.
8. Bandura, A. 2000. “Exercise of Human Agency Through Collective Efficacy.” Current Directions in Psychological Science 9 (3): 75-78.
9. Bandura, A. 2001. “Social Cognitive Theory: An Agentic Perspective.” Annual Review of Psychology 52 (1): 1-26.
10. Bandura, A. 2006. “Toward a Psychology of Human Agency.” Perspectives on Psychological Science 1 (2): 164-180.
11. Barge, J. K., and Oliver, C. 2003. “Working with Appreciation in Managerial practice.” Academy of Management Review 28 (1): 124-142.
12. Booth, T., and Ainscow, M. 2011. Index for Inclusion. 3rd ed. Bristol: Centre for Studies on Inclusive Education.
13. Bowman-Perrott, L., Davis, H., Vannest, K., Wiliams, L., Greenwood, C., and Parker, R. 2013. “Academic Benefits of Peer Tutoring: A Meta-analytic Review of Single-Case Research.” School Psychology Review 42 (1): 39-55.
14. Brantlinger, E. 2006. “‘The Big Glossies’: How Textbooks Structure (Special) Education.” In Who Benefits from Special Education? Remediating (Fixing) other People’s Children, edited by E. Brantlinger, 45-76. Mahwah, NJ: Erlbaum.
15. Brantlinger, E., Jimenez, R., Klinger, J., Pugach, M., and Richardson, V. 2005. “Qualitative Studies in Special Education.” Exceptional Children 71: 195-207.
16. Broderick, A., Mehta-Parekh, H., Reid, K. 2005. “Differentiating Instruction for Disabled Students in Inclusive Classrooms.” Theory into Practice 44 (3): 194-202.
17. Calabrese, R., Hester, M., Friesen, S., and Burkhalter, K. 2010. “Using Appreciative Inquiry to Create a Sustainable Rural School District and Community.” International Journal of Educational Management 24 (3): 250-265.
18. Canadian Charter of Rights and Freedoms, Part I of the Constitution Act. 1982. Being Schedule B to the Canada Act 1982 (UK), 1982, c. 11 Charter.
19. Canadian Council on Learning. 2009. “Does Placement Matter? Comparing the Academic Performance of Students with Special Needs in Inclusive and Separate Settings. Lessons in Learning.” Canadian Council on Learning website. Accessed http://www.cclcca.ca/pdfs/LessonsInLearning/03_18_09E.pdf.
20. Capper, C. A., and Frattura, E. M. 2009. Meeting the Needs of Students of All Abilities. 2nd ed. Thousand Oaks, CA: Corwin Press.
21. Causton, J., and Theoharis, G. 2014. The Principal’s Handbook for Leading Inclusive Schools. Baltimore: Brookes.
22. Causton-Theoharis, J., Theoharis, G., Bull, T., Cosier, M., and Dempf-Aldrich, K. 2011. “Schools of Promise: A School District-University Partnership Centered on Inclusive School Reform.” Remedial and Special Education 32 (3): 192-205.
23. Ciuffetelli Parker, D., Grenville, H., and Flessa, J. 2011. “Case Studies of School Community and Climate: Success Narratives of Schools in Challenging Circumstances.” The School Community Journal 21 (1): 129-150.
24. Cole, C. 2006. “Closing the Achievement Gap Series: Part III. What Is the Impact of NCLB on the Inclusion of Students with Disabilities?” Education Policy Brief. Volume 4, Number 11, Fall 2006.” Center for Evaluation and Education Policy, Indiana University.
25. Cooperrider, D. L., and Srivastva, S. 1987. “Appreciative Inquiry in Organizational Life.” In Research in Organizational Change and Development Vol 1, edited by W. A. Pasmore and W. Woodman, 129-169. Greenwich, CT: JAI Press.
26. Cooperrider, D. L., Whitney, D., and Stavros, J. M. 2008. Appreciative Inquiry Handbook for Leaders of Change, 2nd ed. Brunswick, OH: Crown Custom.
27. CMEC (Council of Ministers of Education in Canada). 2008. “Report Two: Inclusive Education in Canada: The Way of the Future. Council of Ministers of Education Canada website. Accessed http://www.cmec.ca/Publications/Lists/Publications/Attachments/122/ICE2008-reportscanada.en.pdf.
28. Creswell, J. W. 2013. Qualitative Inquiry and Research Design. 3rd ed. Thousand Oaks, CA: Sage.
29. Crosland, K., and Dunlap, G. 2012. “Effective Strategies for the Inclusion of Children with Autism in General Education Classrooms.” Behavior Modification 36 (3): 251-269.
30. Danforth, S., and Naraian, S. 2015. “This New Field of Inclusive Education: Beginning a Dialogue on Conceptual Foundations.” Intellectual and Developmental Disabilities 53 (1): 70-85.
31. Datnow, A. 2012. “Teacher Agency in Educational Reform: Lessons from Social Networks Research.” American Journal of Education 199 (1): 193-201.
32. Davis, P., and Florian, L. 2004. “Searching the literature on Teaching Strategies and Approaches for Pupils with Special Educational Needs: Knowledge Production and Synthesis.” Journal of Research in Special Educational Needs 4 (3): 142-147.
33. Demeris, H., Childs, R. A., and Jordan, A. 2007. “The Influence of Students with Special Needs Included in Grade-3 Classrooms on the Large-Scale Achievement Scores of Students without Special Needs.” Canadian Journal of Education 30 (3): 609-627.
34. Erten, O., and Savage, R. S. 2012. “Moving Forward in Inclusive Education Research.” International Journal of Inclusive Education 16 (2): 221-233.
35. Florian, L., and Spratt, J. 2013. “Enacting Inclusion: A framework for Interrogating Inclusive Practice.” European Journal of Special Needs Education 28 (2): 119-135.
36. Forlin, C., Sharma, U., and Loreman, T. 2007. “An International Comparison of Pre-service Teacher Attitudes Towards Inclusive Education.” Disability Studies Quarterly 27 (4). http://www.dsq-sds.org/article/view/545/722.
37. Friend, M., and Bursuck, W. D. 2014. Including Students with Special Needs: A Practical Guide for Classroom Teachers. 7th ed. Boston: Pearson.
38. Fuchs, D., and Fuchs, L.S. 1994. “Inclusive School Movements and the Radicalization of Special Education Reform.” Exceptional Children 60 (4): 294-309.
39. Gartner, A., and Lipsky, D. K. 1987. “Beyond Special Education: Toward a Quality System for All Students.” Harvard Educational Review 57 (4): 367-396.
40. Gergen, K. J., and Gergen, M. M. (2008). Social Construction and Research as Action. In The Sage handbook of action research, edited by R. Reason and H. Bradbury, 159-189.Thousand Oaks, CA: Sage.
41. Giles, D., and Alderson, S. 2008. “An Appreciative Inquiry into the Transformative Learning Experiences of Students in a Family Literacy Project.” Australian Journal of Adult Learning 48 (3): 465-478.
42. Grant, S., and Humphries, M. 2006. “Critical Evaluation of Appreciative Inquiry.” Action Research 4 (4): 401-418.
43. Hang, Q., and Rabren, K. 2009. “An Examination of Co-teaching. Perspectives and Efficacy Indicators.” Remedial and Special Education 30 (5): 259-268.
44. Hehir, T., and Katzman, L. 2012. Effective Inclusive Schools: Designing Successful Schoolwide Programs. San Francisco: Jossey-Bass.
45. Hoppey, D., and McLeskey, J. 2010. “A Case Study of Principal Leadership in an Effective Inclusive School.” The Journal of Special Education 46 (4): 245-256.
46. Hoppey, D., and McLeskey, J. 2014. “What are Qualities of Effective Inclusive Schools?” In Handbook of Effective Schools: Research and Practice, edited by J. McLeskey, N. L. Waldron, F. Spooner, and B. Algozzine, 17-29.New York: Routledge.
47. Horne, P., and Timmons, V. 2009. “Making it Work: Teachers’ Perspectives on Inclusion.” International Journal of Inclusive Education 13 (3): 273-286.
48. Howery, K., McClellan, T., and Pedersen-Bayus, K. 2013. “Reaching Every Student with a Pyramid of Intervention Approach: One District’s Journey.” Canadian Journal of Education 36 (1): 271-304.
49. Huberman, A. M., and Miles, M. B. 2002. The Qualitative Researchers’ Companion. Thousand Oaks, CA: Sage.
50. Hutchinson, N. L. 2013. Inclusion of Exceptional Learners in Canadian Schools. Toronto: Pearson Education Canada.
51. Idol, L. 2006. “Toward Inclusion of Special Education Students in General Education: A Program Evaluation of Eight Schools.” Remedial and Special Education 27 (2): 77-94.
52. Johnson, J. W., McDonnell, J., Holzwarth, V. N., and Hunter, K. 2004. “The Efficacy of Embedded Instruction for Students with Developmental Disabilities Enrolled in General Education Classes.” Journal of Positive Behavior Interventions 6: 214-227.
53. Jordan, A., Schwartz, E., and McGhie-Richmond, D. 2009. “Preparing Teachers for Inclusive Classrooms.” Teaching and Teacher Education 25: 535-542.
54. Kalambouka, A., Farrell, P., Dyson, A., and Kaplan, I. 2007. “The Impact of Placing Pupils with Special Educational Needs in Mainstream Schools on the Achievement of Their Peers.” Educational Research, 49 (4): 365-382.
55. Katz, J. 2012. Teaching to Diversity: The Three-Block Model of Universal Design for Learning. Winnipeg, MB: Portage & Main Press.
56. Kauffman, J. 1993. “How We Might Achieve the Radical Reform of Special Education.” Exceptional Children 60 (1): 6-16.
57. Kozik, P. L., Cooney, B., Vinciguerra, S., Gradel, K., and Black, J. 2009. “Promoting Inclusion in Secondary Schools through Appreciative Inquiry.” American Secondary Education 38 (1): 77-91.
58. Lane, K., Little, M., Redding-Rhodes, J., Phillips, A., and Welsh, M. 2007. “Outcomes of a Teacher-Led Reading Intervention for Elementary Students at Risk for Behavioral Disorders.” Exceptional Children 74 (1): 47-70.
59. Lewis, R. E., and Emil, S. 2010. “Appreciative Inquiry: A Pilot Study of School Counselor Graduates.” Journal of Humanistic Counseling, Education, and Development 49 (1): 98-111.
60. Leyser, Y., Zeiger, T., and Romi, S. 2011. “Changes in Self-Efficacy of Prospective Special and General Education Teachers: Implication for Inclusive Education.” International Journal of Disability, Development and Education 58 (3): 241-255.
61. Loreman, T., Deppeler, J., and Harvey, D. 2010. Inclusive Education: A Practical Guide to Supporting Diversity in the Classroom. 2nd ed. New York: Routledge.
62. Mastropieri, M., and Scruggs, R. 2010. The Inclusive Classroom: Strategies for Effective Differentiated Instruction. 7th ed. Upper Saddle River, NJ: Merrill.
63. McDonnell, J., Thorson, N., Disher, S., Mathot-Buckner, C., Mendel, J., and Ray, L. 2003. “The Achievement of Students with Developmental Disabilities and their Peers without Disabilities in Inclusive Settings: An Exploratory Study.” Education and Treatment of Children 26 (3): 224-236.
64. McGhie-Richmond, D., Underwood, K., and Jordan, A. 2007. “Developing Effective Instructional Strategies for Teaching in Inclusive Classrooms.” Exceptionality Education Canada 17 (1): 27-52.
65. McLeskey, J., Waldron, N., and Redd, L. 2014. “A Case Study of a Highly Effective Inclusive Elementary School.” Journal of Special Education 48: 59-70.
66. McLeskey, J., Waldron, N. L., Spooner, F., and Algozzine, B. 2014. “What are Effective Inclusive Schools and Why are They Important?” In Handbook of Effective Schools: Research and Practice, edited by J. McLeskey, N. L. Waldron, F. Spooner, and B. Algozzine, 3-16.New York: Routledge.
67. Murawski, W., and Hughes, C. 2009. “Response to Intervention, Collaboration, and Co-teaching: A Logical Combination for Successful Systemic Change.” Preventing School Failure 53 (4): 267-277.
68. Nowicki, E., and Brown, J. 2013. “A ‘kid way’: Strategies for Including Classmates with Learning or Intellectual Disabilities.” Intellectual and Developmental Disabilities 51 (4): 253-262.
69. Okilwa, N., and Shelby, L. 2010. “The Effects of Peer Tutoring on Academic Performance of Students with Disabilities in Grade 6 through 12: A Synthesis of the Literature.” Remedial and Special Education 31 (6): 450-463.
70. Riehl, C. J. (2000). “The Principal’s Role in Creating Inclusive Schools for Diverse Students: A Review of Normative, Empirical, and Critical Literature on the Practice of Educational Administration.” Review of Educational Research 70 (1): 55-81.
71. Ross, J. A., Hogaboam-Gray, A., and Gray, P. 2004. “Prior Student Achievement, Collaborative School Processes, and Collective Teacher Efficacy.” Leadership and Policy in Schools 3 (3): 163-188.
72. Roulston, K. 2014. “Analysing Interviews.” In The Sage Handbook of Qualitative Data Analysis, edited by U. Flick, 297-312.Thousand Oaks, CA: Sage.
73. Saskatchewan Learning. 2002. Children’s Services Policy Framework. Regina: Author.
74. Savolainen, H., Engelbrecht, P., Nel, M., and Malinen, O. P. 2012. “Understanding Teachers’ Attitudes and Self-efficacy in Inclusive Education: Implications for Pre-service and In-Service Teacher Education.” European Journal of Special Needs Education 27 (1): 51-68.
75. Simpkins, P., Mastropieri, M., and Scruggs, T. 2009. “Differentiated Curriculum Enhancements in Inclusive Fifth-Grade Science Classes.” Remedial and Special Education 30 (5): 300-308.
76. Slee, R. 2007. “Inclusive Schooling as a Means and End of Education.” In The Sage Handbook of Special Education, edited by L. Florian, 160-170.London: Sage.
77. Spencer, V. G., Evmenova, A. S., Boon, R. T., and Hayes-Harris, L. 2014. “Review of Research-Based Interventions for Students with Autism Spectrum Disorders in Content Area Instruction: Implications and Considerations for Classroom Practice.” Education and Training in Autism and Developmental Disabilities 49 (3): 331-353.
78. Stainback, W., and Stainback, S. 1984. “A Rationale for the Merger of Special and Regular Education.” Exceptional Children 52 (2): 102-111.
79. Stanovich, P. J., and Jordan, A. 2004. “Inclusion as Professional Development.” Exceptionality Education Canada 14 (2 and 3): 169-188.
80. Statistics Canada. 2008. Participation and Activity Limitation Survey 1006: A Profile of Education for Children with Disabilities in Canada. Ottawa: Minister of Industry. Statistics Canada website. Accessed http://statcan.gc.ca/pub/89-628-x/89-628-x2008004-eng.htm#4
81. Subban, P., and Sharma, U. 2006. “Primary School Teachers’ Perceptions of Inclusive Education in Victoria, Australia.” International Journal of Special Education 21 (1): 42-52.
82. Sugai, G., Simonsen, B., Bradshaw, C., Horner, R., and Lewis, T. 2014. “Delivering High Quality School-wide Positive Behavior Support in Inclusive Schools.” In Handbook of Effective Schools: Research and Practice, edited by J. McLeskey, N. L. Waldron, F. Spooner, and B. Algozzine, 306-321.New York: Routledge.
83. The Education Act. 1995. Statutes of Saskatchewan, c.E-0.2 (1995). (Amended 2009).
84. Terzi, L. 2008. Justice and Equality in Education: A Capability Perspective on Disability and Special Educational Needs. New York: Continuum International.
85. Thompson, S., Lyons, W., and Timmons, V. 2015. “Inclusive Education Policy: What the Leadership of Canadian Teacher Associations Has to Say about it.” International Journal of Inclusive Education 19 (2): 121-140.
86. Timmons, V., and Wagner, M. 2009. Inclusive Education Knowledge Exchange Initiative: An Analysis of the Statistics Canada Participation and Activity Limitation Survey: Final Report. Canadian Council of Learning.
87. Tomlinson, Carol A. 2001. How to Differentiate Instruction in Mixed-Ability Classrooms. Alexandria, VA: ASCD.
88. Underwood, K., and Killoran, I. 2012. “Parent and Family Perceptions of Engagement: Lessons Learned from Early Years Programs and Supports.” Canadian Journal of Education 35 (4): 376-414.
89. UNESCO. 1994. The Salamanca Statement and Framework for Action on Special Needs Education. Paris: UNESCO. UNESCO website. Accessed http://www.unesco.org/education/pdf/SALAMA_E.PDF.
90. United Nations. 2006. “Convention on the Rights of Persons with Disabilities.” United Nations website. Accessed http://www.un.org/disabilities/convention/conventionfull.shtml.
91. US Department of Education. 2014. 36th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2014. IDEA Data Center website. Accessed https://ideadata.org/.
92. Villeneuve, M., and Hutchinson, N. L. 2012. “Enabling Outcomes for Students with Developmental Disabilities through Collaborative Consultation.” The Qualitative Report 17, Article 97:1-29.
93. Will, M. C. 1986. “Educating Children with Learning Problems: A Shared Responsibility.” Exceptional Children 52 (5): 411-415.
94. Winzer, M. A. (2007). “Confronting Difference: An Excursion through the History of Special Education.” In The Sage handbook of special education, edited by L. Florian, 21-33.London: Sage.
95. Zandee, D. P., and Cooperrider, D. L. 2008. “Appreciable Worlds, Inspired Inquiry.” In The Sage handbook of Action Research, 2nd ed., edited by R. Reason and H. Bradbury, 190-198. Thousand Oaks, CA: Sage.
96. Zhang, M., Trussell, R. P., Gallegos, B., and Asam, R. R. 2015. “Using Math Apps for Improving Student Learning: An Exploratory Study in an Inclusive Fourth Grade Classroom.” TechTrend 59 (2): 32-39.