488
Views
0
CrossRef citations to date
0
Altmetric
Research Article

What does the village need to raise a child with additional needs? Thoughts on creating a framework to support collective inclusion

ORCID Icon, ORCID Icon, ORCID Icon, ORCID Icon, ORCID Icon, ORCID Icon, ORCID Icon, ORCID Icon & ORCID Icon show all
Received 17 May 2023, Accepted 14 Feb 2024, Published online: 05 Apr 2024

References

  • Ainscow, M. (2020). Promoting inclusion and equity in education: Lessons from international experiences. Nordic Journal of Studies in Educational Policy, 6(1), 7–16. https://doi.org/10.1080/20020317.2020.1729587
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
  • Bronfenbrenner, U. (1974). Developmental research, public policy, and the ecology of childhood. Child Development, 45(1), 1–5. https://doi.org/10.2307/1127743
  • Bronfenbrenner, U. (1977). Toward an experimental ecology of human development. American Psychologist, 32(7), 513. https://doi.org/10.1037/0003-066X.32.7.513
  • Bronfenbrenner, U. (1979). The ecology of human development : Experiments by nature and design. Harvard University Press
  • Candipan, J. (2020). Choosing schools in changing places: Examining school enrollment in gentrifying neighborhoods. Sociology of Education, 93(3), 215–237. https://doi.org/10.1177/0038040720910128
  • Carter, S., & Abawi, L. (2018). Leadership, inclusion, and quality education for all. Australasian Journal of Special & Inclusive Education, 42(1), 49–64. https://doi.org/10.1017/jsi.2018.5
  • Clarke, V., & Braun, V. (2017). Thematic analysis. The Journal of Positive Psychology, 12(3), 297–298. https://doi.org/10.1080/17439760.2016.1262613
  • Cooperrider, D. (2005). Appreciative inquiry : A positive revolution in change (1st ed.). Berrett-Koehler Publishers, Incorporated
  • Corcoran, S. L., & Kaneva, D. (2021). Developing inclusive communities: Understanding the experiences of education of learners of English as an additional language in England and street-connected children in Kenya. International Journal of Inclusive Education, 27(11), 1–18. https://doi.org/10.1080/13603116.2021.1886348
  • Darling-Hammond, L., & Cook-Harvey, C. (2018). Educating the Whole Child: Improving school climate to support Student success. Learning Policy Institute.
  • Dweck, C. S. (2012). Mindset : How you can fulfill your potential. Robinson.
  • Giangreco, M. F. (2013). Teacher assistant supports in inclusive schools: Research, practices and alternatives. Australasian Journal of Special Education, 37(2), 93–106. https://doi.org/10.1017/jse.2013.1
  • Gould, J. A. (2011). Does it really take a village to raise a child (or just a parent?): An examination of the relationship between the members of the residence of a middle-school student and the student’s satisfaction with school. Education, 132(1), 28–37
  • Hansen, J. H., Carrington, S., Jensen, C. R., Molbæk, M., & Secher Schmidt, M. C. (2020, January). The collaborative practice of inclusion and exclusion. Nordic Journal of Studies in Educational Policy, 6(1), 47–57. https://doi.org/10.1080/20020317.2020.1730112
  • Howley, C., Howley, A., & Telfer, D. (2017). National provisions for certification and professional preparation in Low-Incidence sensory disabilities: A 50-state study. American Annals of the Deaf, 162(3), 277–294. https://doi.org/10.1353/aad.2017.0026
  • Katz, J. (2017). Toward a vision of inclusive learning communities: IT takes a village. In Working With families for inclusive education (Vol. 10, pp. 183–201). Emerald Publishing Limited. https://doi.org/10.1108/S1479-363620170000010018
  • Koster, M., Nakken, H., Pijl, S. J., & van Houten, E. (2009). Being part of the peer group: A literature study focusing on the social dimension of inclusion in education. International Journal of Inclusive Education, 13(2), 117–140. https://doi.org/10.1080/13603110701284680
  • Lewallen, T. C., Hunt, H., Potts-Datema, W., Zaza, S., & Giles, W. (2015). The whole school, whole community, whole child model: A new approach for improving educational attainment and healthy development for students. The Journal of School Health, 85(11), 729–739. https://doi.org/10.1111/josh.12310
  • Lincoln, Y. S. (1985). Naturalistic inquiry. Sage Publications
  • Lyons, W. E., Thompson, S. A., & Timmons, V. (2016). ‘We are inclusive. We are a team. Let’s just do it’: Commitment, collective efficacy, and agency in four inclusive schools. International Journal of Inclusive Education, 20(8), 889–907. https://doi.org/10.1080/13603116.2015.1122841
  • Marquet, L. D. (2012). Turn the ship around! How to create leadership at every level (1st ed.). Greenleaf Book Group Press
  • Michael, S. L., Merlo, C. L., Basch, C. E., Wentzel, K. R., & Wechsler, H. (2015). Critical connections: Health and academics. The Journal of School Health, 85(11), 740–758. https://doi.org/10.1111/josh.12309
  • Mikucka, M., & Rizzi, E. (2016). Does it take a village to raise a child? The buffering effect of relationships with relatives for parental life satisfaction. Demographic Research, 34, 943–994. https://doi.org/10.4054/DemRes.2016.34.34
  • Mulholland, M., & O’Connor, U. (2016). Collaborative classroom practice for inclusion: Perspectives of classroom teachers and learning support/resource teachers. International Journal of Inclusive Education, 20(10), 1070–1083. https://doi.org/10.1080/13603116.2016.1145266
  • Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods, 16(1), 1–13. https://doi.org/10.1177/1609406917733847
  • Scorgie, K., & Forlin, C. (2019). Promoting social inclusion: Co-creating environments that foster equity and belonging. (Series Editor Chris Forlin, ed. Vol. 13). Emerald
  • Shogren, K., McCart, A., Lyon, K., & Sailor, W. (2015). All means all: Building knowledge for inclusive schoolwide transformation. Research and Practice for Persons with Severe Disabilities, 40(3), 173–191. https://doi.org/10.1177/1540796915586191
  • Sobsey, D. (2017). Rethinking individual education plans: Searching for a Better Way. In working with families for inclusive education (Vol. 10, pp. 203–207). Emerald Publishing Limited. https://doi.org/10.1108/S1479-363620170000010020
  • Specht, J., McGhie-Richmond, D., Loreman, T., Mirenda, P., Bennett, S., Gallagher, T., Young, G., Metsala, J., Aylward, L., Katz, J., Lyons, W., Thompson, S., & Cloutier, S. (2016). Teaching in inclusive classrooms: Efficacy and beliefs of Canadian preservice teachers. International Journal of Inclusive Education, 20(1), 1–15. https://doi.org/10.1080/13603116.2015.1059501
  • Subban, P., Bradford, B., Sharma, U., Loreman, T., Avramidis, E., Kullmann, H., Sahli Lozano, C., Romano, A., & Woodcock, S. (2022). Does it really take a village to raise a child? Reflections on the need for collective responsibility in inclusive education. European Journal of Special Needs Education, 38(2), 1–12. https://doi.org/10.1080/08856257.2022.2059632
  • Subban, P., & Sharma, U. (2021). Supporting inclusive education benefits us all. The Sydney morning herald. https://www.smh.com.au/education/supporting-inclusive-education-benefits-us-all-20210219-p57439.html
  • United Nations Organisation. (2016). Youth with disabilities. Accessed online from: https://www.un.org/development/desa/disabilities/youth-with-disabilities.html