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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.
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]
Copyright of Teaching Exceptional Children is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: An Appreciative Inquiry Approach to Promote Teacher Collaboration in Inclusive Classrooms.
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  Data: <searchLink fieldCode="JN" term="%22Teaching+Exceptional+Children%22">Teaching Exceptional Children</searchLink>. May/Jun2026, Vol. 58 Issue 5, p290-297. 8p.
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  Data: *<searchLink fieldCode="DE" term="%22Teacher+collaboration%22">Teacher collaboration</searchLink><br />*<searchLink fieldCode="DE" term="%22Autism%22">Autism</searchLink><br />*<searchLink fieldCode="DE" term="%22Inclusive+education%22">Inclusive education</searchLink><br />*<searchLink fieldCode="DE" term="%22Students+with+disabilities%22">Students with disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Appreciative+inquiry%22">Appreciative inquiry</searchLink><br /><searchLink fieldCode="DE" term="%22Shared+leadership%22">Shared leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Capacity+building%22">Capacity building</searchLink>
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  Data: 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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  Data: <i>Copyright of Teaching Exceptional Children is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1177/00400599251352780
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      – Code: eng
        Text: English
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      – SubjectFull: Teacher collaboration
        Type: general
      – SubjectFull: Autism
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      – SubjectFull: Inclusive education
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      – SubjectFull: Appreciative inquiry
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      – SubjectFull: Shared leadership
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      – SubjectFull: Capacity building
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              Text: May/Jun2026
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              Y: 2026
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