Least Restrictive Methodology: Dialogical Interviewing to Agitate the Suspended Discourse of Inclusion

• In Event: Marriott Roundtable Session 15
  In Roundtable Session: Mapping the Contexts of Disability Studies

Abstract

This paper explores the phenomenon of dialogically-based interviews, or Least Restricted Methodology, as an expanded avenue of phenomenological methodology for data gathering. The ways in which teachers in substantially separate classroom spaces make meaning of their work with students who have severe, multiple disabilities and those implications on the structure of public schooling is discussed in relation to this grounded methodology and how an embodied, lived experience hits up against the walls of a discursively closed conversation around inclusionary opportunities in urban, public schools.

Author

• Avril Clair dePagter, Boston Public Schools