My dissertation interest is in the topic of "inclusive schools". Although inclusion has been mandated by government and has become common language found at every level of school planning, it remains at the conceptual stage. In fact, the prerequisites for successful educational integration of students with disabilities are so frequently ignored that the very principle of inclusion has become threatened. The call for social change in education on the issue of inclusion is at a critical juncture.
Applying the principles of social constructionist theory and Appreciative Inquiry, the primary purpose of her project is to create a model for educational institutions and other organizations to move ideas from concept to positive action - to salvage, rethink and retool important principles which reflect core values, but which are incongruent with entrenched organizational practice. My action research has facilitated a move from the existing Ministerial mandate of inclusion to democratic dialogue amongst stakeholders, and ultimately to a reconstructed notion of "inclusion" owned by all.
Dissertation Table of Contents
Dissertation Summary
Dissertation Foreword
Dissertation Chapters 1-6
Dissertation Appendix
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