A CANADIAN COLLABORATION ON INCLUSIVE EDUCATION: REFLECTIONS ON A SIX-YEAR PARTNERSHIP

T. Loreman, Donna McGhie-Richmond, Juna Lea Cizman, J. Lupart, A. Irvine, R. McGarva, Shirley Craig, U. Sharma
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引用次数: 2

Abstract

This paper examines the experiences of Canadian university researchers and school district staff who engaged in a 6-year collaborative series of research projects investigating school inclusion in the Pembina Hills Regional School Division in, Canada. As a capstone to the research projects, members of the research team engaged in a facilitated inquiry session to explore and articulate lessons learned about inclusion and collaboration throughout the span of the project. The key finding was that collaboration is a critical factor in both inclusive education and university-school district research partnerships. The reflections and experiences of the research team are examined and discussed. Collaboration is illustrated both as prerequisite to and corollary of university-school district research partnerships.
加拿大在全纳教育方面的合作:对六年伙伴关系的反思
本文考察了加拿大大学研究人员和学区工作人员的经验,他们参与了为期6年的合作研究项目,调查了加拿大彭比纳山地区学校部门的学校包容性。作为研究项目的高潮,研究小组成员参与了一个便利的询问会议,以探索和阐明在整个项目期间关于包容和合作的经验教训。研究的主要发现是,在全纳教育和大学-学区研究伙伴关系中,合作都是一个关键因素。对研究小组的思考和经验进行了考察和讨论。合作是大学-学区研究伙伴关系的先决条件和必然结果。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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