S3 Ep7: Interview with Gordon Porter and Jodie Carr

Martin Scanlan shares his journey into education and his research on inclusive schools. He discusses the importance of recognizing and addressing exclusionary barriers in schools and developing a comprehensive approach to social justice. He emphasizes the need for a schema, or a way of thinking, that goes beyond just having tools and techniques for inclusivity. Martin also highlights the significance of the relationship between schools and families in creating inclusive environments. He concludes by discussing the concept of embodiment and the need to design and redesign schools to accommodate the diversity of bodies.

In this conversation, Joanne Banks interviews Victoria Graf about her work in the field of inclusive education. Graf discusses her early career and how she became interested in working with students with disabilities. She also talks about the importance of teacher education and the challenges of creating inclusive education systems. Graf highlights the tensions and issues in inclusive education today, including resistance to the term 'inclusion' and the need for better models of inclusive practice. She also discusses her work in Northern Ireland and the challenges faced in creating a more inclusive education system there.

This conversation explores the journey of inclusive education in South Africa, highlighting the evolution of the education system, the challenges faced in special education, and the impact of policy development. Judith shares insights from her research on teacher education, the role of funding, and the importance of parent advocacy. The discussion also emphasizes the need for tailored curricula for students with intellectual disabilities and the significance of presuming competence in educational practices. https://health.uct.ac.za/idea/about-us-our-team/judith-mckenzie

Gordon Porter and Jodie Carr discuss their careers in inclusive education and what motivated them to work in this field. They highlight the importance of equity and fairness in providing education for all students, including those with disabilities. They emphasize the need for support and training for teachers to effectively implement inclusive practices in the classroom. They also discuss the role of school leadership in promoting and implementing inclusive education. However, they acknowledge that challenges still exist and continuous effort is required to maintain and improve inclusive education systems. The conversation explores the process of policy development and implementation for inclusive education. It discusses the history of inclusive education in New Brunswick, the challenges faced, and the successful practices that have been implemented. The importance of political leadership, collaboration, and support from stakeholders is emphasized. The conversation also touches on the funding challenges and the need for a vision of inclusion that acknowledges imperfections. The episode concludes with a mention of the 12 elements of successful inclusive education policy and legislative framework.

The conversation discusses the development and importance of the Altitude Charter for Universal Design in Tertiary Education in Ireland. The charter aims to create inclusive environments in education and employment for people with disabilities. It addresses the rising diversity in the student body and the need to adapt approaches to ensure inclusivity. The charter was developed through a collaborative process involving stakeholders from higher education institutions, further education and training sectors, and national stakeholders. The process included extensive consultations, focus groups, and surveys with students and educators. The charter is seen as a framework to guide institutions in implementing universal design practices and fostering a shared ecosystem of inclusion.   https://www.ahead.ie/altitude https://www.atu.ie/about/teaching-and-learning/altitude-charter

Alfredo J. Artiles shares his journey into inclusive education, the evolution of inclusive education globally, and the consequences of policy decisions. He discusses the justice paradox and the role of space in shaping educational experiences. He emphasizes the need to consider equity as embedded in assumptions, policies, and rules, and encourages cross-national exchange of research and ideas. Alfredo J. Artiles is the Lee L. Jacks Professor of Education at Stanford University. He is the Director of the Research Institute at Stanford’s Center for Comparative Studies in Race & Ethnicity. Dr. Artiles received an Honorary Doctorate from the University of Göteborgs (Sweden) and was Honorary Professor at the University of Birmingham (United Kingdom). His scholarship examines equity paradoxes created by educational policies. He studies how protections afforded by disability status can unwittingly stratify educational opportunities for minoritized groups and is advancing responses to these inequities. Dr. Artiles edits the book series Disability, Culture, & Equity (Teachers College Press). He has been appointed to three consensus panels of the National Academies of Sciences, Engineering and Medicine and was a member of the White House Commission on Educational Excellence for Hispanics. Artiles is an elected member of the American Academy of Arts & Sciences and the National Academy of Education. He is a Fellow of the American Educational Research Association and the National Education Policy Center and a Senior Research Fellow at the Learning Policy Institute. He was a Resident Fellow at Stanford’s Center for Advanced Studies in the Behavioral Sciences. Recent publications can be found here.   Website of the Public Scholarship Collaborative: https://publicscholarship.stanford.edu/

In this episode of Inclusion Dialogue, Dr. Rory O'Sullivan shares his extensive experience in the field of inclusive education and further education and training (FET) in Ireland. He discusses his early career, the evolution of FET, and the importance of inclusive practices for students with disabilities. Rory emphasizes the need for equity in education and the role of progressive policies in fostering an inclusive environment. The conversation highlights the diverse nature of FET and the ongoing dialogue necessary to improve educational practices. In this conversation, Rory O'Sullivan discusses the evolution of education policy in Ireland, emphasizing the importance of universal design in education and the need for inclusive practices. He reflects on his experiences as a principal and the impact of educational reforms, particularly during the Troika years. Rory also shares his current interests in skill development and the pathways through the education system, advocating for equal value among all educational routes.

In this conversation, Professor Sujata Bhan discusses her journey into the field of inclusive education and her experience in teaching special education. She explains the teacher education qualifications in India for pre-service teachers, including bachelor's and master's programs in special education. She also highlights the challenges that pre-service teachers face when engaging with special education and the broader topic of inclusive education. The conversation then delves into the current state of inclusive education policy in India and the direction it is headed. The government is taking initiatives for capacity building of in-service teachers and making changes to the pre-service education curriculum to better equip teachers in handling inclusive classrooms. In India, there is a push for comprehensive and inclusive teacher training programs to ensure that all teachers are equipped to manage diverse classrooms. Special educators have historically been treated as second-class citizens, but efforts are being made to bridge the gap and provide them with equal opportunities. The government is taking steps towards inclusive education, while still recognizing the need for special schools for students with severe and profound disabilities. The SNDT Women's University in India was founded in 1916 to empower women and provide education to widows who were marginalized in society. The university now offers a wide range of disciplines and aims to empower women in all fields. The university is hosting an International Conference on Education in 2025, focusing on embracing diversity and intersectional experiences. The conference aims to bring together international speakers and discuss best practices and challenges in inclusive education.

Elizabeth Walton shares her personal journey and experiences in the field of inclusive education, highlighting the challenges and injustices faced by individuals with disabilities. She discusses the entrenchment of special schools in the South African education system and the impact of colonialism on inclusive education. Additionally, she explores the concept of inclusive education as a knowledge practice and the importance of context in understanding inclusive education. The conversation also delves into the role of inclusive leadership in schools and the challenges faced by leaders in creating inclusive structures. Professor Walton’s new book ‘The Knowledge of Inclusive Education: An Ecological Approach’ is going to be released in March, here is the link for preorders More information on her work with the DRIVE project is here: https://includingdisabledrefugees.wordpress.com/

Michael Giangreco shares his journey into the field of inclusive education and the impact of his experiences at a summer camp. He discusses the evolution of his career and the different settings he has worked in, from institutions to community residences and segregated schools. Giangreco emphasizes the importance of inclusion and the need for adults to change their attitudes and expectations. He also talks about his cartoon work, which aims to hold a mirror up to the field of special education and make fun of the absurd things that educators do. Lastly, he discusses the concept of inclusion-informed service delivery and the need for a system that supports effective inclusive practices.   Link to bio: https://www.uvm.edu/cess/cdci/profiles/michael-f-giangreco-phd Cartoons: https://cdi.uvm.edu/collection/giangrecocartoons