Christine M. Rietveld

Inclusive practice within the lived cultures of school communities: research case studies in teaching, learning and inclusion

This paper provides an account of a teachers use of theory as a tool to develop inclusive practice through a social studies programme in a new entrant class. The account illustrates the ways in which the teacher drew on research to assist in the facilitation of an inclusive educational environment. Presented are research case studies the teacher encountered in an in-service teacher education programme, and the ‘social constructionist’ and ‘personal tragedy’ models that were used as theoretical tools to assist the teachers planning and teaching practice. Mounted cameras, broadcast microphones and pre- and post-unit interviews with the teacher and students were used to explore the lived culture of the classroom, and the nature and effectiveness of the strategies the teacher used. An ‘interrupted narrative’ methodology engages the reader in the interplay between research and theory in the research case studies. Four major strategies used by the teacher have been identified and these are presented as theoretical tools for other teachers and teacher educators to use, critique and develop to support inclusive practice in their own contexts.

Classroom learning experiences of mathematics by new entrant children with Down syndrome

Abstract Background While inclusion is commonly conceptualised as a location, or as organisational practices, or as pertaining to social development, in terms of a key purpose of schools (advancement of learning), such foci are insufficient. Method Employing a case study methodology, this research focuses on the quality of the learning process during mathematics for 3 boys with Down syndrome in new entrant classrooms. Results Barriers to learning were evident in all contexts, as neither teachers nor peers provided the boys with the necessary conceptual feedback to advance their mathematical understandings. In addition, parents, teachers and professionals had different goals for the children, which affected the teaching‐learning emphasis. Conclusions The data suggest a need for teachers to adopt a role as mediators of learning rather than deliverers of curricula, and raise issues concerning the meaning of inclusion.

From inclusion to exclusion: Educational placements of children with down syndrome

This paper documents the educational placements of 22 children with Down Syndrome who were born between 1976 and 1981. While all but one child started her/his preschool education in inclusive settings, only five children remain in inclusive school settings in 1993. It is suggested that schools need to address the disabling factors in their contexts rather than focus on the childs perceived inability to cope in inclusive classrooms as she/he matures.

The Adjustment to School of Eight Children with Down’s Syndrome from an Early Intervention Program

Eight children with Down’s Syndrome (aged 6–7 years) who had participated in an Early Intervention Program from birth were observed on six occasions approximately one year after they had started at their local school. Three contrast children in each classroom were also observed. Direct observation was used to record classroom interactions, disruptions, on- and off- task behaviours, compliance and social play in the playground. Teachers’ attitudes were investigated by means of a written questionnaire and forty tasks from the Down’s Syndrome Performance Inventory were used to measure developmental gains.White individual differences were apparent generally speaking, the children with Down’s Syndrome were at least as attentive, compliant, socially integrated and no more disruptive than the contrast children. They engaged in social play for similar amounts of time as the contrast children and continued to acquire new skills at the same rate as during their participation in the Intervention Program. Teacher att...

The Training of Choice Behaviours in Down’s Syndrome and Nonretarded Preschool Children

The present study examined the choice behaviour of Down’s Syndrome and nonretarded children. Three behaviours were selected for study. These were (a) scanning alternative activities prior to self-selection, (b) engaging in a variety of activities (rather than just repeating the same activity), and (c) completing activities before leaving them. These behaviours were selected because they appeared to be ones which would contribute to the childs cognitive development. Three Downs Syndrome and three nonretarded children who exhibited these deficits in choice behaviours took part in the training. A further three non-retarded children who showed mature choice behaviours participated in testing sessions only. The training programme consisted of three phases: (i) an acquisition phase, (ii) an indoor generalization training phase, and (iii) a school wide generalization training phase. Adult modelling, instructions and social reinforcement were used to establish the behaviours. The children were tested on target ...

“Facilitative Inclusion” in Early Childhood and New Entrant Classrooms

Policies promoting inclusion in educational settings do not necessarily influence underlying values, intentions or teachers’ beliefs about children’s experiences of inclusion (Macartney, 2008; Rietveld, 2002, 2007). Indeed, what children learn and experience may directly oppose what the policies or teachers intend (Alton-Lee, Nuthall & Patrick, 1987; Nuthall, 2001; Rietveld, 2002). Without an explanation of the processes involved, unintended powerful effects on inclusion and learning (Nuthall, 2007) have the potential to remain unidentified, perpetuating the status quo. In this chapter I draw on three studies of three- to six-year-olds with Down syndrome (DS) in regular school and/or early childhood settings.