Developing capabilities for social inclusion : engaging diversity through inclusive school communities
Graham, Linda J. & Harwood, Valerie (2011) Developing capabilities for social inclusion : engaging diversity through inclusive school communities. International Journal of Inclusive Education, 15(1), pp. 135-152.
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 marginalization 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, decreasing suspension while improving retention, behaviour and performance.
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|Item Type:||Journal Article|
|Keywords:||disruptive behaviour, school leadership, inclusive education|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Special Education and Disability (130312)|
|Divisions:||Current > Research Centres > Children & Youth Research Centre
Current > Schools > School of Cultural & Professional Learning
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2011 Taylor & Francis|
|Copyright Statement:||This is a preprint of an article submitted for consideration in the International Journal of Inclusive Education © 2011 [copyright Taylor & Francis]; International Journal of Inclusive Education is available online at: www.tandfonline.com|
|Deposited On:||25 Feb 2013 03:08|
|Last Modified:||12 Jul 2013 22:19|
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