An Appreciative Inquiry Approach to Promote Teacher Collaboration in Inclusive Classrooms.
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| Title: | An Appreciative Inquiry Approach to Promote Teacher Collaboration in Inclusive Classrooms. |
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| Authors: | Green, Katherine B.1 (AUTHOR) kbgreen@westga.edu, Morris, Chelsea2 (AUTHOR), Locchetta, Brandy1 (AUTHOR), Rollins, Jessica Lauren3 (AUTHOR), Wood, Trina1 (AUTHOR) |
| Source: | Teaching Exceptional Children. May/Jun2026, Vol. 58 Issue 5, p290-297. 8p. |
| Subject Terms: | *Teacher collaboration, *Autism, *Inclusive education, *Students with disabilities, Appreciative inquiry, Shared leadership, Capacity building |
| Abstract: | This article focuses on the use of appreciative inquiry, a strengths-based, team-centered professional development approach, to enhance collaboration and inclusive education practices for students with disabilities. It presents a case study of Ms. Bair, a new elementary inclusion teacher facing challenges engaging a student with autism during small group stations, and describes how her school team applied appreciative inquiry’s five-step process—Define, Discover, Dream, Design, and Deliver—to collaboratively develop strategies supporting inclusion. The article highlights barriers to inclusion such as limited planning time and tensions between general and special educators, and suggests that appreciative inquiry can foster positive dialogue, shared vision, and teacher confidence while addressing burnout and improving student outcomes. While not a universal solution, appreciative inquiry is presented as a promising framework for promoting inclusive practices through collaborative problem-solving and professional growth in school settings. [Extracted from the article] |
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| Database: | Education Research Complete |
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| Abstract: | This article focuses on the use of appreciative inquiry, a strengths-based, team-centered professional development approach, to enhance collaboration and inclusive education practices for students with disabilities. It presents a case study of Ms. Bair, a new elementary inclusion teacher facing challenges engaging a student with autism during small group stations, and describes how her school team applied appreciative inquiry’s five-step process—Define, Discover, Dream, Design, and Deliver—to collaboratively develop strategies supporting inclusion. The article highlights barriers to inclusion such as limited planning time and tensions between general and special educators, and suggests that appreciative inquiry can foster positive dialogue, shared vision, and teacher confidence while addressing burnout and improving student outcomes. While not a universal solution, appreciative inquiry is presented as a promising framework for promoting inclusive practices through collaborative problem-solving and professional growth in school settings. [Extracted from the article] |
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| ISSN: | 00400599 |
| DOI: | 10.1177/00400599251352780 |
