“Inclusion is definitely a possibility for all”: Promoting inclusive education through a critical professional development schools model
Purpose – In this article, we highlight ways in which disability critical race theory (DisCrit) (Annamma et al., 2013), inclusive education and community-based participatory research (CBPR) can be used within professional development schools (PDS) to provide students with disabilities with more acce...
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| Format: | Article |
| Language: | English |
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Emerald Publishing
2024-10-01
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| Series: | School-University Partnerships |
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| Online Access: | https://www.emerald.com/insight/content/doi/10.1108/SUP-06-2023-0021/full/pdf |
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| author | Latifa Sebti Brent C. Elder |
| author_facet | Latifa Sebti Brent C. Elder |
| author_sort | Latifa Sebti |
| collection | DOAJ |
| description | Purpose – In this article, we highlight ways in which disability critical race theory (DisCrit) (Annamma et al., 2013), inclusive education and community-based participatory research (CBPR) can be used within professional development schools (PDS) to provide students with disabilities with more access to inclusive classrooms. At a grade 4–6 elementary school, we developed a model of a critical PDS to promote inclusive education and facilitate the transition of students of color with disabilities from self-contained to inclusive classrooms. We conducted semi-structured interviews and used action plan meetings with school administrators, teachers, professionals and students with disabilities and their parents to assess the impact of our critical PDS model. Findings suggest this model had a positive impact on administrators’ and teachers’ critical consciousness, ideological and instructional practices, students of color with disabilities’ social, academic and personal outcomes, as well as a schoolwide culture of inclusion and social justice. This study can inform tailored professional development efforts to improve educators’ inclusive practices. Design/methodology/approach – We conducted semi-structured interviews and used action plan meetings with school administrators, teachers, professionals and students with disabilities and their parents to assess the impact of our critical PDS model. Findings – The findings of this study suggest this model had a positive impact on administrators’ and teachers’ critical consciousness, ideological and instructional practices, students of color with disabilities’ social, academic and personal outcomes, as well as a schoolwide culture of inclusion and social justice. Practical implications – This study can inform tailored professional development efforts aiming to improve educators’ inclusive practices. Originality/value – We developed a model of a critical PDS to promote inclusive education and facilitate the transition of students of color with disabilities from self-contained to inclusive classrooms. |
| format | Article |
| id | doaj-art-74d4b6dbe9e6414bb7ccde64bd41b819 |
| institution | OA Journals |
| issn | 1935-7125 2833-2075 |
| language | English |
| publishDate | 2024-10-01 |
| publisher | Emerald Publishing |
| record_format | Article |
| series | School-University Partnerships |
| spelling | doaj-art-74d4b6dbe9e6414bb7ccde64bd41b8192025-08-20T02:11:49ZengEmerald PublishingSchool-University Partnerships1935-71252833-20752024-10-0117328530210.1108/SUP-06-2023-0021“Inclusion is definitely a possibility for all”: Promoting inclusive education through a critical professional development schools modelLatifa Sebti0Brent C. Elder1College of Education, Rowan University, Glassboro, New Jersey, USAWellness and Inclusive Services in Education Department, Rowan University, Glassboro, New Jersey, USAPurpose – In this article, we highlight ways in which disability critical race theory (DisCrit) (Annamma et al., 2013), inclusive education and community-based participatory research (CBPR) can be used within professional development schools (PDS) to provide students with disabilities with more access to inclusive classrooms. At a grade 4–6 elementary school, we developed a model of a critical PDS to promote inclusive education and facilitate the transition of students of color with disabilities from self-contained to inclusive classrooms. We conducted semi-structured interviews and used action plan meetings with school administrators, teachers, professionals and students with disabilities and their parents to assess the impact of our critical PDS model. Findings suggest this model had a positive impact on administrators’ and teachers’ critical consciousness, ideological and instructional practices, students of color with disabilities’ social, academic and personal outcomes, as well as a schoolwide culture of inclusion and social justice. This study can inform tailored professional development efforts to improve educators’ inclusive practices. Design/methodology/approach – We conducted semi-structured interviews and used action plan meetings with school administrators, teachers, professionals and students with disabilities and their parents to assess the impact of our critical PDS model. Findings – The findings of this study suggest this model had a positive impact on administrators’ and teachers’ critical consciousness, ideological and instructional practices, students of color with disabilities’ social, academic and personal outcomes, as well as a schoolwide culture of inclusion and social justice. Practical implications – This study can inform tailored professional development efforts aiming to improve educators’ inclusive practices. Originality/value – We developed a model of a critical PDS to promote inclusive education and facilitate the transition of students of color with disabilities from self-contained to inclusive classrooms.https://www.emerald.com/insight/content/doi/10.1108/SUP-06-2023-0021/full/pdfSocial justiceInclusive educationDisCritAction plan meetingsCritical PDS |
| spellingShingle | Latifa Sebti Brent C. Elder “Inclusion is definitely a possibility for all”: Promoting inclusive education through a critical professional development schools model School-University Partnerships Social justice Inclusive education DisCrit Action plan meetings Critical PDS |
| title | “Inclusion is definitely a possibility for all”: Promoting inclusive education through a critical professional development schools model |
| title_full | “Inclusion is definitely a possibility for all”: Promoting inclusive education through a critical professional development schools model |
| title_fullStr | “Inclusion is definitely a possibility for all”: Promoting inclusive education through a critical professional development schools model |
| title_full_unstemmed | “Inclusion is definitely a possibility for all”: Promoting inclusive education through a critical professional development schools model |
| title_short | “Inclusion is definitely a possibility for all”: Promoting inclusive education through a critical professional development schools model |
| title_sort | inclusion is definitely a possibility for all promoting inclusive education through a critical professional development schools model |
| topic | Social justice Inclusive education DisCrit Action plan meetings Critical PDS |
| url | https://www.emerald.com/insight/content/doi/10.1108/SUP-06-2023-0021/full/pdf |
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