Opin vísindi

Breaking Free from the Needs Paradigm: A Collaborative Analysis of Inclusion

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dc.contributor Háskóli Íslands
dc.contributor University of Iceland
dc.contributor.author Óskarsdóttir, Edda
dc.contributor.author Guðjónsdóttir, Hafdís
dc.contributor.author Tidwell, Deborah
dc.date.accessioned 2020-03-24T08:56:20Z
dc.date.available 2020-03-24T08:56:20Z
dc.date.issued 2018-12-07
dc.identifier.citation Óskarsdóttir, E., Guðjónsdóttir, H., & Tidwell, D. (2019). Breaking Free from the Needs Paradigm: A Collaborative Analysis of Inclusion. Studying Teacher Education, 15(1), 44-55.
dc.identifier.issn 1742-5964
dc.identifier.issn 1742-5972 (eISSN)
dc.identifier.uri https://hdl.handle.net/20.500.11815/1651
dc.description The Version of Record of this manuscript has been published and is available in Studying Teacher Education 2019 http://www.tandfonline.com/doi:10.1080/17425964.2018.1541290
dc.description.abstract This self-study, based on research, conducted over five years, focuses on my leadership role employing an inclusion model of education in a school in Iceland serving students from ages 6 to 16. In this article, we examine how Edda’s practice helped support inclusion for the students, their families, and the teachers who engage with them. This multilayered self-study research project included feedback and insights from others in order to inform my understanding of my practice within the context of inclusion. Findings reveal Edda’s focus on the discourse of diagnosis as a dominant structural issue within her practice. The resulting themes on perceptions of inclusion, coordination of support, deployment of people, and collaboration across different entities have informed my understanding about my practice and my perspective on the meaning of a support system within inclusive education and improved student performance.
dc.format.extent 44-55
dc.language.iso en
dc.publisher Informa UK Limited
dc.relation.ispartofseries Studying Teacher Education;15(1)
dc.rights info:eu-repo/semantics/openAccess
dc.subject Education
dc.subject Inclusive practice
dc.subject Icelandic education
dc.subject Special education
dc.subject Reflective practice
dc.subject Leadership
dc.subject Menntun
dc.subject Sérkennsla
dc.subject Leiðtogar
dc.title Breaking Free from the Needs Paradigm: A Collaborative Analysis of Inclusion
dc.type info:eu-repo/semantics/article
dc.description.version Peer Reviewed
dc.identifier.journal Studying Teacher Education
dc.identifier.doi 10.1080/17425964.2018.1541290
dc.relation.url https://www.tandfonline.com/doi/pdf/10.1080/17425964.2018.1541290
dc.contributor.department Deild kennslu- og menntunarfræði (HÍ)
dc.contributor.department Faculty of Education and Pedagogy (UI)
dc.contributor.school Menntavísindasvið (HÍ)
dc.contributor.school School of Education (UI)

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