Kathleen Mortier

‘I want support, not comments’: children's perspectives on supports in their life

Even though supports are a major part of the daily lives of children with special educational needs who participate in general education schools, little attention has been paid to how children experience supports. Six children and their peers who were interviewed appreciated supports because they remove restrictions in activities due to the impairment. However, their experiences also show how these positive supports can have negative psycho‐emotional repercussions, and are less focused on addressing disabling barriers. The childrens accounts demonstrate the ambiguous and situated nature of supports, and the need for the children to be able to direct supports as ‘chief partners’ in the inclusion process.

Communities of Practice in Inclusive Education.

The data in this paper represent the experiences and perspectives of parents and teachers who worked as communities of practice, designing support plans for the inclusion of three students with intellectual disabilities in general education classrooms. Their reflections, obtained through interviews and questionnaires, show how they constructed relevant knowledge to support these children with special educational needs in their class. The findings show the potential benefits of partnerships and local knowledge in addressing the educational challenge of inclusion.

With Parents at the Table: Creating Supports for Children with Disabilities in General Education Classrooms.

The focus of this study was a parent–teacher collaborative teaming model in which knowledge and practice of designing and implementing supports was based on a dynamic and creative interaction of people committed to the inclusion of a child with disabilities in a general education setting. The effectiveness of the teaming model on the academic and social participation of three focus students was evaluated through behavioural observations and team interviews. Outcomes suggest that implementation of the plans of supports was associated with increases in engagement in classroom activities, social interactions with peers, student‐initiated interactions, and academic skills. Team members evaluated the collaborative teaming process as effective, unifying, creative, clear, and practical.

Supports for children with disabilities in regular education classrooms: an account of different perspectives in Flanders

This paper presents the experiences and interpretations of children, parents, teachers and support persons concerning the implementation of supports in regular school environments in Flanders, Belgium. The data were gathered through observations, interviews and focus group meetings. Those multiple perspectives provide insights into the complexity of implementing supports in a regular education context. The conclusions offer some possibilities for debate and alternative ways of thinking about supports that facilitate inclusive school communities by tapping into resources such as the children, the environment, creativity and courage to leave the beaten path.