The role of collaboration in a comprehensive programme design process in inclusive education

Abstract

This study focused on the role of collaboration in a comprehensive programme design process in inclusive education. The participants were six members of an inclusive education team and an educational designer who together comprised the design team. The study examined whether collaboration was evident in the practice of programme design and associated institutional processes. This was determined through an examination of institutional documents and reflections on collaborative practice provided by design team members in semi-structured interviews about their experiences. The study found that designing the programme collaboratively was more time intensive and at times challenging but ultimately produced a more coherent programme with transparent design, structure and content for students and teachers.

Keywords:

• collaboration
• inclusive education
• higher education
• programme design
• teacher education
• institutional practice

Funding

The corresponding author would like to acknowledge the support provided by the awarding of a Charles Sturt University Writing-Up Award to enable the work on this publication to be undertaken.

Notes on contributors

Lucia Zundans-Fraser is a Lecturer in inclusive education and educational psychology in the School of Teacher Education at Charles Sturt University. Her research examines higher education programme and course design, inclusive education legislation and policy, and the use of evidence-based pedagogies in education.

Alan Bain is Professor of Innovation in Learning, Teaching and Technology at Charles Sturt University. He has led comprehensive organisational change processes in various educational contexts, including higher education institutions and schools.