View in EDS

Creating an Optimal Environment for Inclusive Education: Co-Location and Transformation in Interdisciplinary Collaboration

Saved in:
Bibliographic Details
Title: Creating an Optimal Environment for Inclusive Education: Co-Location and Transformation in Interdisciplinary Collaboration
Language: English
Authors: Gerdes, Jantien, Goei, S. L., Huizinga, M., de Ruyter, D.
Source: European Journal of Special Needs Education. 2021 36(5):700-714.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 15
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Cooperation, Inclusion, Regular and Special Education Relationship, Interdisciplinary Approach, Secondary Education, School Personnel, Secondary School Teachers, Proximity, Foreign Countries, Students with Disabilities, Mainstreaming
Geographic Terms: Netherlands
DOI: 10.1080/08856257.2020.1786912
ISSN: 0885-6257
Abstract: Collaboration between teachers and child support workers is seen as a promising way to effectuate inclusive practice in mainstream education. This paper aims to explore how co-location of services promotes transformation of practice, and to expand an analytic framework for interdisciplinary collaboration. By combining these two perspectives, we intend to contribute to both theory and practice. The data consist of semi-structured interviews that explore the experiences of teachers and child support workers who co-work in three schools for secondary education. A template analysis was used to examine collaboration in co-location, and to further develop the framework with which we began our empirical research. The initial template consisted of dimensions of knowledge sharing in relation to dimensions of trust and dimensions of identity. The results showed that proximity can be divided into three different types, being spatial proximity, organisational proximity and personal proximity. These types of proximity, in turn, can be related to knowledge sharing, trust and identity. The contribution of the expanded framework for practice lies in its potential to shed light on how processes in interdisciplinary collaboration can be shaped.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1318016
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1318016
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Creating an Optimal Environment for Inclusive Education: Co-Location and Transformation in Interdisciplinary Collaboration
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Gerdes%2C+Jantien%22">Gerdes, Jantien</searchLink><br /><searchLink fieldCode="AR" term="%22Goei%2C+S%2E+L%2E%22">Goei, S. L.</searchLink><br /><searchLink fieldCode="AR" term="%22Huizinga%2C+M%2E%22">Huizinga, M.</searchLink><br /><searchLink fieldCode="AR" term="%22de+Ruyter%2C+D%2E%22">de Ruyter, D.</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Special+Needs+Education%22"><i>European Journal of Special Needs Education</i></searchLink>. 2021 36(5):700-714.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 15
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2021
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Cooperation%22">Cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Regular+and+Special+Education+Relationship%22">Regular and Special Education Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Interdisciplinary+Approach%22">Interdisciplinary Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22School+Personnel%22">School Personnel</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Proximity%22">Proximity</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Mainstreaming%22">Mainstreaming</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Netherlands%22">Netherlands</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/08856257.2020.1786912
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0885-6257
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Collaboration between teachers and child support workers is seen as a promising way to effectuate inclusive practice in mainstream education. This paper aims to explore how co-location of services promotes transformation of practice, and to expand an analytic framework for interdisciplinary collaboration. By combining these two perspectives, we intend to contribute to both theory and practice. The data consist of semi-structured interviews that explore the experiences of teachers and child support workers who co-work in three schools for secondary education. A template analysis was used to examine collaboration in co-location, and to further develop the framework with which we began our empirical research. The initial template consisted of dimensions of knowledge sharing in relation to dimensions of trust and dimensions of identity. The results showed that proximity can be divided into three different types, being spatial proximity, organisational proximity and personal proximity. These types of proximity, in turn, can be related to knowledge sharing, trust and identity. The contribution of the expanded framework for practice lies in its potential to shed light on how processes in interdisciplinary collaboration can be shaped.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2021
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1318016
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1318016
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/08856257.2020.1786912
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
        StartPage: 700
    Subjects:
      – SubjectFull: Cooperation
        Type: general
      – SubjectFull: Inclusion
        Type: general
      – SubjectFull: Regular and Special Education Relationship
        Type: general
      – SubjectFull: Interdisciplinary Approach
        Type: general
      – SubjectFull: Secondary Education
        Type: general
      – SubjectFull: School Personnel
        Type: general
      – SubjectFull: Secondary School Teachers
        Type: general
      – SubjectFull: Proximity
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Mainstreaming
        Type: general
      – SubjectFull: Netherlands
        Type: general
    Titles:
      – TitleFull: Creating an Optimal Environment for Inclusive Education: Co-Location and Transformation in Interdisciplinary Collaboration
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Gerdes, Jantien
      – PersonEntity:
          Name:
            NameFull: Goei, S. L.
      – PersonEntity:
          Name:
            NameFull: Huizinga, M.
      – PersonEntity:
          Name:
            NameFull: de Ruyter, D.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2021
          Identifiers:
            – Type: issn-print
              Value: 0885-6257
          Numbering:
            – Type: volume
              Value: 36
            – Type: issue
              Value: 5
          Titles:
            – TitleFull: European Journal of Special Needs Education
              Type: main
ResultId 1