Inclusion as Participation: Mapping the Participation Model with Four Different Levels of Inclusive Education
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| Title: | Inclusion as Participation: Mapping the Participation Model with Four Different Levels of Inclusive Education |
|---|---|
| Language: | English |
| Authors: | Kattis Edström (ORCID |
| Source: | International Journal of Inclusive Education. 2024 28(12):2940-2957. |
| 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: | 18 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Inclusion, Participation, Models, Foreign Countries, Educational Environment, Definitions |
| Geographic Terms: | Sweden |
| DOI: | 10.1080/13603116.2022.2136773 |
| ISSN: | 1360-3116 1464-5173 |
| Abstract: | In Swedish schools, the so-called 'Participation Model' is used to observe and analyse participation, with the intention of supporting an inclusive learning environment. While this model is widely promoted by government agencies, its theoretical alignment to the concept(s) of inclusion is not established. This article therefore compares and maps the six aspects of participation within the Participation Model (i.e. "belonging," "accessibility," "interaction," "autonomy," "involvement" and "acceptance") with a hierarchically ordered set of commonly occuring definitions of inclusive education (ranging from the lowest level, "placement," to the highest, "community"). The Participation Model was found to provide necessary and sufficient conditions for the lower levels of inclusion, as well as necessary conditions for the higher levels of inclusion. However, we show that the model suffers from construct underrepresentation and outline a few possible solutions intended to increase the theoretical alignment between the Participation Model and the higher levels of inclusive education. Finally, we suggest directions for further research. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1438716 |
| Database: | ERIC |
| Abstract: | In Swedish schools, the so-called 'Participation Model' is used to observe and analyse participation, with the intention of supporting an inclusive learning environment. While this model is widely promoted by government agencies, its theoretical alignment to the concept(s) of inclusion is not established. This article therefore compares and maps the six aspects of participation within the Participation Model (i.e. "belonging," "accessibility," "interaction," "autonomy," "involvement" and "acceptance") with a hierarchically ordered set of commonly occuring definitions of inclusive education (ranging from the lowest level, "placement," to the highest, "community"). The Participation Model was found to provide necessary and sufficient conditions for the lower levels of inclusion, as well as necessary conditions for the higher levels of inclusion. However, we show that the model suffers from construct underrepresentation and outline a few possible solutions intended to increase the theoretical alignment between the Participation Model and the higher levels of inclusive education. Finally, we suggest directions for further research. |
|---|---|
| ISSN: | 1360-3116 1464-5173 |
| DOI: | 10.1080/13603116.2022.2136773 |
