Inclusion and Collaboration in Education: Lessons From University-School District Partnerships

• In Event: Canadian Association for Educational Psychology (CAEP): Supporting At-Risk Learners: Applications of Educational Psychology in Canadian Contexts

Abstract

This presentation showcases the results of two Canadian Social Sciences and Humanities Research Council-funded projects that span five years, investigating inclusion in a rural Canadian kindergarten to grade 12, school district. Embedded within a collaborative university-school district partnership, the aims of the research program are to (a) identify the views of parents, educators, and students in the district relative to inclusive education; (b) undertake the analysis of individual student cases; (c) describe in context the contributing factors associated with instances where inclusion is viewed as successful; (d) examine differences between the inclusive school experience of students with and without significantly diverse learning needs; (e) investigate factors that predict quality instruction and collaboration in inclusive classrooms; and (f) understand how combinations of system-, school- and classroom-level factors contribute to effective inclusive teaching practices, in particular for students with special needs at elementary, intermediate, and senior high school levels. Another aim of the research program is to make apparent the process and value of conducting collaborative research in education.

The landscape of inclusion in the school district is investigated through multiple lenses including district- and school-level policy; stakeholder (i.e., student, parent, teacher, educational assistant, administrator, program support) beliefs and attitudes; case studies of the perceptions and experiences of students both with and without special needs; and case studies of individual teachers’ beliefs and instructional practices. The reflections and experiences of the research team in conducting collaborative research are reported and discussed.

The results of the studies are synthesized showing the characteristic qualities of inclusion, as well as the successes, challenges, and tensions with respect to inclusion in this district. The roles and qualities of leadership and instructional practices that contribute to inclusion are revealed.

A team of researchers representing 3 post-secondary institutions in two provinces worked collaboratively with the school district personnel. As a capstone to the projects, team members engaged in a facilitated discussion of “lessons learned” focusing on cross-institutional and university-school district research collaboration, inclusive policies and practices emanating from the research, and perspectives on the future of inclusive education as well as future investigations. These insights are synthesized and shared.

The service delivery and instructional practices that purport to reflect and support provincial and territorial inclusive education policies at district, school, and classroom levels vary significantly across and within provinces, school districts, and schools. This research contributes to the international body of findings that supports the efficacy of inclusive education. This research describes practices that contribute to the success of an inclusive approach and situates the practices within the context of a school district revealing the underlying characteristics of teachers, schools, and school systems and how they interact to contribute to inclusive teaching practices. The project also sheds light on university-school district partnerships and collaboration in educational research.

Authors

• Donna R. McGhie-Richmond, University of Victoria

• Juna Cizman, University of Victoria

• Angela Nicole Irvine, University of Alberta

• Tim Loreman, Concordia University College of Alberta

• Rob McGarva, Pembina Hills Regional Division #7

• Judy Lee Lupart, University of Alberta