ERIC Number: EJ1159889
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Can Collaborative Consultation, Based on Communicative Theory, Promote an Inclusive School Culture?
von Ahlefeld Nisser, Désirée
Issues in Educational Research, v27 n4 p874-891 2017
This article contributes to furthering our knowledge of how collaborative consultation, based on communicative theory, can make teachers' learning from, and with, each other an inclusive process, and thus promote an inclusive school culture. The aim is to study special education professionals' experiences of, and reflections on, leading collaborative consultations. The data consists of critical reflection (collaborative meta-consultation) in groups of special education professionals (consultants) and one researcher. The focus of the collaborative meta-consultations was on the consultations that the consultants held with groups of teachers. The data has been analysed using qualitative content analysis. Besides identifying some basic conditions, certain strategies and approaches have also been identified to make collaborative consultation an inclusive process. Collaborative consultation can promote an inclusive school culture if the concept of inclusion embraces how professionals collaboratively examine their practice, strategies, and values.
Descriptors: School Culture, Consultation Programs, Special Education Teachers, Teacher Collaboration, Communities of Practice, Reflection, Teacher Researchers, Qualitative Research, Communication Strategies, Evidence Based Practice, Educational Strategies, Elementary School Teachers, Faculty Development, Foreign Countries
Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: firstname.lastname@example.org; Web site: http://www.waier.org.au
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A
Identifiers - Location: Sweden