Moving Toward Inclusion: Inclusion Coaches' Reflections and Discussions in Supporting Educators in Practice release_lnsbwntbffa35drskstu6mugmu

by Kathy Ann Wlodarczyk, Monique Somma, Sheila Bennett, Tiffany L Gallagher

Published in Exceptionality education international by University of Western Ontario, Western Libraries.

2015   Volume 25

Abstract

When school systems and administrations provide educators with opportunities to engage in transformative learning through reflective practice and provide opportunities to challenge their beliefs, educator pedagogy for inclusive education can be enhanced (Evans, 1997; Pyhältö et al., 2012; Richardson, 1998). Our research examined the experiences of 11 inclusion coaches while they provided support and built capacity for 38 educators during a change in special education service delivery, seeking insight into the effectiveness of this coaching model. Coaches' experiences were shared during semi-focused group discussions and via an online blog. Qualitative analysis revealed coaches' roles in this context were influenced by their personal expectations, personal growth, support for one another, and support for respective educators. The findings from this research are pivotal for pedagogy and teaching philosophy in inclusion.
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