Κατεύθυνση Ειδική Αγωγή
Library of the School of Education

2018-12-10

2018

Pasenidou Foteini

Τσάφος Βασίλης, αναπληρωτής καθηγητής, ΤΕΑΠΗ, ΕΚΠΑ

Διερεύνηση ενταξιακών εκπαιδευτικών πρακτικών σε μια δομή προσχολικής εκπαίδευσης: έρευνα δράσης με χειραφετικό προσανατολισμό

Greek

Investigating incluive educational practices in a Kindergarten: action research with emancipatory orientation

Despite their struggles for equal participation people with disabilities are still marginalized in the society (Barnes, 2010). Rights as the equality for educational opportunity and the equal participation in the society are hindered by the institutional framework because of the way the society is organized (Armstrong et al, 2011). The power of hierarchy (Armstrong, 2005) stigmatizes and excludes people with disabilities by preventing the achievement of their inclusion. However, «…it is not the individual that has created the disability, but the way in which society constructs social diversity» (Harpur, 2012:326).
The teacher’s role is crucial as he/she can criticize and reform the system by adopting inclusive practices. Every student has the inalienable right for equal participation (Armstrong et al, 2011). The inclusion in society requires foremost the inclusion in the school community. The teacher, therefore, has to adopt an inclusive role. Moreover, educators should investigate the issues of education in order to be able to intervene towards achieving the inclusion for all students (Allan, 2010).
This action research as a qualitative research aims at investigating the equal participation in the education within a Kindergarten classroom. The promotion of inclusive orientation is attempted by organizing educational interventions which promote the social dimension of learning. Moreover, the collaborative practices which are enhanced aim at the equal participation in education, the evolution of the group's inclusive dynamics and the acceptance of disability amongst students. When Runswick-Cole (2011:117) asked the question: “is it time to end the bias towards inclusion?” she answered “time to try inclusion”. So, this research is an attempt “to try inclusion”.
The research tools which were used during the research were participatory and non-participatory observations of the educational process and the results were recorded in the diary of the educator-researcher. In addition, semi-structured interviews were held between teachers and children to capture children’s opinions and views about the research issues and practices. Finally, data from colleagues’ diaries, children’s produced material from the activities, and parents’ references were collected for the triangulation of data.
The research findings could be divided into three categories. The first category concerns about the design and organization of the educational program in an inclusive manner. The second one describes the importance of the interpretive disability model which the teacher advocates in promoting students’ inclusion or exclusion (Slee, 2012). Last but not least, the children's relationships, the dynamics developed, the co-operative practices between them and their contribution to the equal education of the students are analyzed.

Education - Sport science

Inclusion, emancipatory, action research, educational practices ,equal participation in education, disability

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Yes

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https://pergamos.lib.uoa.gr/uoa/dl/object/2837362