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Culturally Responsive Inclusive Education: The Value of the Local Context

Angela Page · Sofia Mavropoulou · Ingrid Harrington

23 citations0/0 files storedInternational Journal of Disability Development and Education

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Disability Education and Employment Collaborative Teaching and Inclusion Inclusion and Disability in Education and Sport

Abstract

This study investigates the effectiveness of a professional development initiative in inclusive education for teachers who support students with disabilities at the Creative Centre. The Creative Centre is a private school providing educational services for post-secondary school young people and adults with disabilities. Staff (N = 5) at the Centre were interviewed before and after the proposed professional development program, reporting on their reflective practices. The results indicated that staff shifted towards a more positive attitude towards students and reported stronger support for the advocacy for disability and community connectedness. Additionally, staff described the significance of embedding life skills into programs for students with disabilities. The article provides a juxtaposing narrative of the journey of the project. The outcomes of the project illustrate how the local culture and context is required to realise the success of effective culturally responsive inclusive education.

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References

2006Using thematic analysis in psychology 2012Applied Thematic Analysis 1999Evaluating professional development 2007Southern Theory: The global dynamics of knowledge in social science 2010Yarning About Yarning as a Legitimate Method in Indigenous Research 2007Can You Hear us Now? Voices from the Margin: Using Indigenous Methodologies in Geographic Research 2012Past and Present Perceptions Towards Disability: A Historical Perspective 2015Research Done in “A Good Way”: The Importance of Indigenous Elder Involvement in HIV Community-Based Research

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2021Including students with disabilities in innovative learning environments: a model for inclusive practices 2023Moving Towards Inclusive Education: Secondary School Teacher Attitudes Towards Universal Design for Learning in Australia

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