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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 0000-0003-0686-8225), Viktor Gardelli (ORCID 0000-0001-6252-4000), Ylva Backman (ORCID 0000-0002-9511-0354)
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
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  Data: Inclusion as Participation: Mapping the Participation Model with Four Different Levels of Inclusive Education
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  Data: <searchLink fieldCode="AR" term="%22Kattis+Edström%22">Kattis Edström</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0686-8225">0000-0003-0686-8225</externalLink>)<br /><searchLink fieldCode="AR" term="%22Viktor+Gardelli%22">Viktor Gardelli</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6252-4000">0000-0001-6252-4000</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ylva+Backman%22">Ylva Backman</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9511-0354">0000-0002-9511-0354</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Inclusive+Education%22"><i>International Journal of Inclusive Education</i></searchLink>. 2024 28(12):2940-2957.
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  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
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  Data: <searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Participation%22">Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Environment%22">Educational Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Definitions%22">Definitions</searchLink>
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  Data: 10.1080/13603116.2022.2136773
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  Data: 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.
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      – SubjectFull: Participation
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      – SubjectFull: Models
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      – SubjectFull: Foreign Countries
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      – TitleFull: Inclusion as Participation: Mapping the Participation Model with Four Different Levels of Inclusive Education
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