A Cultural-Historical Activity Theory Perspective on Inclusive School Culture

• In Event: Truths, Silences, and Barriers in Inclusive Education

Abstract

Despite the social and academic benefits of inclusive education and increased rates of inclusion for students with high-incidence disabilities, most students with extensive support needs (ESN) continue to be educated in segregated settings. Using a Cultural-Historical Activity Theory (CHAT) framework, four cross-disciplinary researchers explored an inclusive charter school that takes an intentional stance around full inclusion for all, including students with ESN and students with intersecting, multiply-marginalized identities. We sought to understand how staff and families conceptualized inclusion for this diverse population and how inclusive school culture was developed and maintained. Using CHAT, we analyzed interactions between tools, division of labor, and school and community norms that contribute to the outcome of full inclusion for all learners.

Authors

• Katherine Baulier, Boston University
  Presenting Author

• Zach Rossetti, Boston University
  Presenting Author

• Christina L. Dobbs, Boston University
  Presenting Author

• Christine Montecillo Leider, University of Massachusetts - Boston
  Presenting Author