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Supporting successful inclusive practices for learners with disabilities in high schools: a multisite, mixed method
Donald Maciver1, Cathleen Hunter1,2, Amanda Adamson1,3
1a School of Health Sciences , Queen Margaret University , Edinburgh , UK.
Disability and Rehabilitation
|April 6, 2017
Summary
Supporting students with disabilities in high schools requires focusing on environmental factors and educator practices, not just individual abilities. This approach enhances inclusion outcomes for all learners.
Area of Science:
- Educational Psychology
- Special Education
- Inclusion Studies
Background:
- Growing number of students with disabilities in general education settings.
- Need for effective support strategies to ensure inclusion and participation.
- Defining and describing current support practices for learners with disabilities is crucial.
Purpose of the Study:
- To investigate and describe the support practices for learners with disabilities in high schools.
- To identify successful and "best" practices from the perspective of education and support staff.
- To analyze the range of influences and outcomes for young people with disabilities.
Main Methods:
- Multisite, mixed-method collective case study.
- Involved 125 education and other staff from seven schools.
- Utilized interviews and focus groups to gather data on support practices.
Main Results:
- Identified over 200 distinct support strategies.
- Synthesized strategies into two meta-themes and eight subthemes.
- Practices described were nuanced, complex, and considered realistic and effective by staff.
Conclusions:
- Focusing on the school environment and practitioner roles can improve inclusion outcomes for older students with disabilities.
- Inclusion is influenced by physical environment, attitudes, expectations, and opportunities, not solely learner abilities.
- Effective inclusion requires understanding and implementation of support practices by all school staff.