Including students with disabilities in innovative learning environments: a model for inclusive practices

References

• Ainscow, Mel, Roger Slee, and Marnie Best. 2019. “Editorial: The Salamanca Statement: 25.” International Journal of Inclusive Education 23 (7–8): 671–676. doi:10.1080/13603116.2019.1622800.
   Web of Science ®Google Scholar
• Anderson, Joanna, Christopher Boyle, and Joanne Deppeler. 2014. “The Ecology of Inclusive Education: Reconceptualising Bronfenbrenner.” In Equality in Education, edited by H. Zhang, P. W. Keung Chan, and C. Boyle, 23–34. Leiden: Brill Sense.
   Google Scholar
• Armstrong, David. 2017. “Wicked Problems in Special and Inclusive Education.” Journal of Research in Special Educational Needs 17 (4): 229–236.
   Web of Science ®Google Scholar
• Armstrong, Felicity, Derrick Armstrong, and Len Barton. 2016. Inclusive Education: Policy, Contexts and Comparative Perspectives. London: Routledge.
   Google Scholar
• Armstrong, Derrick, Ann Cheryl Armstrong, and Ilektra Spandagou. 2011. “Inclusion: by Choice or by Chance?” International Journal of Inclusive Education 15 (1): 29–39.
   Google Scholar
• Barrett, Peter, Fay Davies, Yufan Zhang, and Lucinda Barrett. 2015. “The Impact of Classroom Design on Pupils’ Learning: Final Results of a Holistic, Multi-Level Analysis.” Building and Environment 89: 118–133.
   Web of Science ®Google Scholar
• Barrett, Peter, Alberto Treves, Tigran Shmis, Diego Ambasz, and Maria Ustinova. 2019. The Impact of School Infrastructure on Learning: A Synthesis of the Evidence. Washington: The World Bank.
   Google Scholar
• Barrett, Peter, Yufan Zhang, Joanne Moffat, and Khairy Kobbacy. 2013. “A Holistic, Multi-Level Analysis Identifying the Impact of Classroom Design on Pupils’ Learning.” Building and Environment 59: 678–689.
   Web of Science ®Google Scholar
• Benade, Leon. 2017. “Is the Classroom Obsolete in the Twenty-First Century?” Educational Philosophy and Theory 49 (8): 796–807. doi:10.1080/00131857.2016.1269631.
   Web of Science ®Google Scholar
• Benade, Leon. 2019. “Flexible Learning Spaces: Inclusive by Design?” New Zealand Journal of Educational Studies 54 (1): 53–68. doi:10.1007/s40841-019-00127-2.
   Web of Science ®Google Scholar
• Blackmore, Jill, Debra Bateman, Jill Loughlin, Joanne O'Mara, and George Aranda. 2011. “Research into the connection between built learning spaces and student outcomes.” http://www.education.vic.gov.au.
   Google Scholar
• Bodaghi, Nahid Bayat, and A. N. Zainab. 2017. “My Carrel, My Second Home: Inclusion and the Sense of Belonging among Visually Impaired Students in an Academic Library.” Malaysian Journal of Library & Information Science 18 (1). 39–54.
   Google Scholar
• Bøjer, Bodil. 2019. “Unlocking Learning Spaces: An Examination of the Interplay between the Design of Learning Spaces and Pedagogical Practices.” Doctoral diss., The Royal Danish Academy of Fine Arts, Schools of Architecture, Design and Conservation.
   Google Scholar
• Booth, Tony, and Mel Ainscow. 2002. Index for Inclusion: Developing Learning and Participation in Schools. Bristol: ERIC.
   Google Scholar
• Boyle, Christopher, Keith Topping, and Divya Jindal-Snape. 2013. “Teachers’ Attitudes Towards Inclusion in High Schools.” Teachers and Teaching 19 (5): 527–542.
   Web of Science ®Google Scholar
• Burghstahler, Sheryl. 2008. Universal Design in Education: From Principles to Practice. Cambridge: Harvard Education Press.
   Google Scholar
• Byers, Terry, Marian Mahat, Kirra Liu, Anne Knock, and Wesley Imms. 2018. “A Systematic Review of the Effects of Learning Environments on Student Learning Outcomes.” Melbourne: University of Melbourne, LEaRN. http://www.iletc.com.au/publications/reports.
   Google Scholar
• Cardno, Carol, Emma Tolmie, and Jo Howse. 2017. “New Spaces-New Pedagogies: Implementing Personalised Learning in Primary School Innovative Learning Environments.” Journal of Educational Leadership, Policy and Practice 32 (1): 111.
   Google Scholar
• Carter, Susan, and Lindy-Anne Abawi. 2018. “Leadership, Inclusion, and Quality Education for All.” Australasian Journal of Special and Inclusive Education 42 (01): 49–64. doi:10.1017/jsi.2018.5.
   Google Scholar
• Charteris, Jennifer, and Dianne Smardon. 2019. “Dimensions of Agency in New Generation Learning Spaces: Developing Assessment Capability.” Australian Journal of Teacher Education 44 (7): 1.
   Web of Science ®Google Scholar
• Charteris, J., D. Smardon, and A. Page. 2018. “Spatialised Practices in ILEs: Pedagogical Transformations and Learner Agency.” In Transforming Education: Design, Technology, Government, edited by L. Benade, and M. Jackson, 19–32. Singapore: Springer.
   Google Scholar
• Davidson, K. 2015. “Primary Principals’ Sabbatical.” https://scholar-google-com.ezproxy.une.edu.au/scholar?q=kathleen%20davidson.
   Google Scholar
• Dockrell, Julie E, and Bridget M Shield. 2006. “Acoustical Barriers in Classrooms: The Impact of Noise on Performance in the Classroom.” British Educational Research Journal 32 (3): 509–525.
   Web of Science ®Google Scholar
• Dovey, Kim, and Kenn Fisher. 2014. “Designing for Adaptation: The School as Socio-Spatial Assemblage.” The Journal of Architecture 19 (1): 43–63.
   Web of Science ®Google Scholar
• Ekins, Alison. 2013. “Special Education Within the Context of an Inclusive School.” In Leadership for Inclusive Education, edited by E. M. Ruairc, E. Ottesen, and R. Precey, 19–33. Leiden: Brill Sense.
   Google Scholar
• Evans, Sandra K, Katy E Pearce, Jessica Vitak, and Jeffrey W Treem. 2017. “Explicating Affordances: A Conceptual Framework for Understanding Affordances in Communication Research.” Journal of Computer-Mediated Communication 22 (1): 35–52.
   Web of Science ®Google Scholar
• Everatt, John, Jo Fletcher, and Letitia Fickel. 2019. “School Leaders’ Perceptions on Reading, Writing and Mathematics in Innovative Learning Environments.” Education 3-13 47 (8): 906–919.
   Web of Science ®Google Scholar
• Fullan, Michael. 2014. Teacher Development and Educational Change. Abington: Routledge.
   Google Scholar
• Fullan, Michael, Maria Langworthy, and Michael Barber. 2014. “A Rich Seam: How New Pedagogies Find Deep Learning.” http://www.michaelfullan.ca/wp-content/uploads/2014/01/3897.Rich_Seam_web.pdf.
   Google Scholar
• Garcia-Carrion, R., S. Molina Roldan, and E. Roca Campos. 2018. “Interactive Learning Environments for the Educational Improvement of Students with Disabilities in Special Schools.” Frontiers in Psychology 9: 1744. doi:10.3389/fpsyg.2018.01744.
   PubMed Web of Science ®Google Scholar
• Garrote, Ariana. 2017. “The Relationship between Social Participation and Social Skills of Pupils with an Intellectual Disability: A Study in Inclusive Classrooms.” Frontline Learning Research 5 (1): 1–15.
   Google Scholar
• Gislason, Neil. 2018. “The Whole School: Planning and Evaluating Innovative Middle and Secondary Schools.” In School Space and Its Occupation, edited by S. Alterator and C. Deed, 187–201. Leiden: Brill Sense.
   Google Scholar
• Grace, Joanna. 2018. Sharing Sensory Stories and Conversations with People with Dementia: A Practical Guide. London: Jessica Kingsley Publishers.
   Google Scholar
• Graham, Linda. 2020. Inclusive Education for the 21st Century: Theory, Policy and Practice. Routledge.
   Google Scholar
• Gregory, G. H., and C. Chapman. 2012. Differentiated Instructional Strategies. Thousand Oaks, CA: Corwin Press.
   Google Scholar
• Haug, Peder. 2017. “Understanding Inclusive Education: Ideals and Reality.” Scandinavian Journal of Disability Research 19 (3): 206–217.
   Web of Science ®Google Scholar
• Hollingshead, Aleksandra, and Davin Carr-Chellman. 2019. “Engaging Learners in Online Environments Utilizing Universal Design for Learning Principles.” eLearn 2019 (2): 3. doi:10.1145/3310377.3310383.
   Google Scholar
• James, Sarah, and Rick Freeze. 2006. “One Step Forward, Two Steps Back: Immanent Critique of the Practice of Zero Tolerance in Inclusive Schools.” International Journal of Inclusive Education 10 (6): 581–594.
   Google Scholar
• Jiminez, Terese C, L Victoria, and Ernest Graf. 2007. “Gaining Access to General Education: The Promise of Universal Design for Learning.” Issues in Teacher Education 16 (2): 41–54.
   Google Scholar
• Johannessen, Marius Rohde, and Karen Stendal. 2019. “Improving Quality of Life for People with Disability Through Social Media: Towards an Affordance Framework.” The Electronic Journal of e-Government 16 (2): 1–12.
   Google Scholar
• Kedian, Jeremy, and John West-Burnham. 2019. “Innovative Learning Environments: Beginning with the Concept.” Journal of Educational Leadership, Policy and Practice 32 (1): 7.
   Google Scholar
• Kirschner, Paul A. 2002. “Can We Support CCSL? Educational, Social and Technological Affordances.” In Three Worlds of CSCL: Can We Support CSCL?, edited by P. A. Kirschner, 7–47. Heerlen: Open University of the Netherlands.
   Google Scholar
• Lacey, Penny, and Carol Oyvry. 2013. People with Profound & Multiple Learning Disabilities: A Collaborative Approach to Meeting. London: David Fulton Publishers.
   Google Scholar
• Littlepage, Ben, and Cindy Clemson. 2018. “Transitional Challenges for Students with Disabilities During a Period of Systemic Imbalance.” Journal of Postsecondary Education and Disability 31 (2): 149–159.
   Web of Science ®Google Scholar
• Mac Ruairc, Gerry. 2013. “Including Who? Deconstructing the Discourse.” In Leadership for Inclusive Education, edited by G. Mac Ruairc, Eli Ottesen, and R. Precey, 9–18. Leiden: Brill Sense.
   Google Scholar
• Mann, Glenys, Monica Cuskelly, and Karen Moni. 2018. “An Investigation of Parents’ Decisions to Transfer Children from Regular to Special Schools.” Journal of Policy and Practice in Intellectual Disabilities 15 (3): 183–192.
   Web of Science ®Google Scholar
• McAllister, Keith, and Sean Sloan. 2016. “Designed by the Pupils, for the Pupils: An Autism-Friendly School.” British Journal of Special Education 43 (4): 330–357.
   Web of Science ®Google Scholar
• Milton, D., M. Martin, and P. Melham. 2016. “Beyond Reasonable Adjustment: Autistic-Friendly Spaces and Universal Design.” In Autism and Intellectual Disabilities in Adults, edited by D. Milton and N. Martin, Vol. 1, 81–86. Hove: Pavilion.
   Google Scholar
• Mulcahy, Dianne, Ben Cleveland, and Helen Aberton. 2015. “Learning Spaces and Pedagogic Change: Envisioned, Enacted and Experienced.” Pedagogy, Culture & Society 23 (4): 575–595. doi:10.1080/14681366.2015.1055128.
   Web of Science ®Google Scholar
• Mulcahy, Dianne, and Carol Morrison. 2017. “Re/Assembling ‘Innovative’ Learning Environments: Affective Practice and Its Politics.” Educational Philosophy and Theory 49 (8): 749–758.
   Web of Science ®Google Scholar
• OECD. 2013. Innovative Learning Environments. Paris, France: OECD Publishing.
   Google Scholar
• OECD. 2015. Schools Redesigned: Towards Innovative Learning Systems, Educational Research and Innovation. Paris, France: OECD Publishing.
   Google Scholar
• OECD. 2017. The OECD Handbook for Innovative Learning Environments. Paris, France: OECD. http://www.oecd.org/education/the-oecd-handbook-for-innovative-learning-environments-9789264277274-en.htm.
   Google Scholar
• Oseland, Nigel. 2018. “Open Plan Classrooms, Noise & Teacher Personality.” https://workplaceunlimited.com/Open%20plan%20&%20teacher%20personality%20v3.3.pdf.
   Google Scholar
• Page, Angela, and Jennifer Charteris. 2019. “Inclusive Education in ILEs: The Nexus of Policy and Practice in Aotearoa.” In Transitions19, 1–16. Melbourne, Australia: Melbourne Graduate School of Education.
   Google Scholar
• Page, Angela, and Alex Davis. 2016. “The Alignment of Innovative Learning Environments and Inclusive Education: How Effective Is the New Learning Environment in Meeting the Needs of Special Education Learners?” Teachers’ Work 13 (2): 81–98. doi:10.24135/teacherswork.v13i2.79.
   Google Scholar
• Page, Angela, Sofia Mavropoulou, and Ingrid Harrington. 2020. “Culturally Responsive Inclusive Education: The Value of the Local Context.” International Journal of Disability, Development and Education 67 (3). 1–14.
   Google Scholar
• Peterson, Penelope L. 1979. “Direct Instruction: Effective for What and for Whom.” Educational Leadership 37 (1): 46–48.
   Web of Science ®Google Scholar
• Piotrowsky, Matthew Joseph. 2016. “The Impact of Leadership on School Culture and Student Achievement.” Doctoral diss., Clemens University.
   Google Scholar
• Porter, Jill. 2018. “Inclusive Design and Schools.” In Designing Schools for the Future of Schooling: Contemporary Visions for Education, edited by H. M. Tse, H. Daniels, A. Stables, and S. Cox, 167–186. London: Routledge.
   Google Scholar
• Rahmat, Kukun, Davidescu M Cristiana, Fahmi Lukman, and Gugun Gunardi. 2013. “The Implementation of Sundanese Leadership Values in Education Management: A Study on” DasaPasanta” in School Principal Leadership Based on Sundanese Cultural Values of Leadership.” International Journal of Education 5 (4): 110.
   Google Scholar
• Russell, Carol. 2020. “Understanding Nonverbal Learning Disabilities in Postsecondary Students with Spina Bifida.” In Accessibility and Diversity in Education: Breakthroughs in Research and Practice, 404–430. Hershey: IGI Global.
   Google Scholar
• Sailor, Wayne. 2017. “Equity as a Basis for Inclusive Educational Systems Change.” Australasian Journal of Special Education 41 (1): 1–17.
   Web of Science ®Google Scholar
• Skinner, Nathaniel. 2012. “Ecological systems theory.” https://www.academia.edu/1779093/Bronfenbrenner_s_Ecological_Systems_Theory_and_Applications_for_Management.
   Google Scholar
• Slee, Roger. 2008. “It’s a Fit-up! Inclusive Education, Higher Education, Policy and the Discordant Voice.” In Policy, Experience and Change: Cross-Cultural Reflections on Inclusive Education, 177–188. Dordrecht: Springer.
   Google Scholar
• Slee, Roger. 2012. “Inclusion in Schools: What Is the Task.” In What Works in Inclusion, edited by C. Boyle and K. Topping, 41–51. Berkshire, McGraw-Hill.
   Google Scholar
• Slee, Roger. 2018. Inclusive Education Isn’t Dead, It Just Smells Funny. London: Routledge.
   Google Scholar
• Smardon, Dianne, Jennifer Charteris, and Emily Nelson. 2016. “Principals’ and Teachers’ Perceptions of Innovative Learning Environments.” Teachers’ Work 12 (2): 149–171.
   Google Scholar
• Stephenson, Jennifer, and Mark Carter. 2011. “The Use of Multisensory Environments in Schools for Students with Severe Disabilities: Perceptions from Teachers.” Journal of Developmental and Physical Disabilities 23 (4): 339–357.
   Web of Science ®Google Scholar
• Swayn, Natalie. 2018. “Influences on the Exclusion Decisions of Queensland State Secondary School Principals.” Doctoral diss., Queensland University of Technology. https://eprints.qut.edu.au/118673/.
   Google Scholar
• Thomas, Herbert. 2010. “Learning Spaces, Learning Environments and the Dis ‘Placement’ of Learning.” British Journal of Educational Technology 41 (3): 502–511.
   Web of Science ®Google Scholar
• Topol, Ruth. 2016. Manipulating Affordances in Practice: A Hermeneutic Phenomenological Study of Mobility Impairment and Uses of Digital Technologies in Work. Lancaster: Lancaster University.
   Google Scholar
• United Nations. 2016. Convention on the rights of persons with disabilities, Genera comment No. 4. United Nations. https://www.ohchr.org/Documents/HRBodies/CRPD/GC/RighttoEducation/CRPD-C-GC-4.doc.
   Google Scholar
• Westwood, Peter. 2018. Inclusive and Adaptive Teaching: Meeting the Challenge of Diversity in the Classroom. London: Routledge.
   Google Scholar
• Woolner, Pam, Elaine Hall, Kate Wall, and David Dennison. 2007. “Getting Together to Improve the School Environment: User Consultation, Participatory Design and Student Voice.” Improving Schools 10 (3): 233–248.
   Google Scholar
• Zoniou-Sideri, Athina, and Anastasia Vlachou. 2006. “Greek Teachers’ Belief Systems about Disability and Inclusive Education.” International Journal of Inclusive Education 10 (4–5): 379–394.
   Google Scholar
• Zundan-Fraser, L. 2019. Geographies of Exclusion. Paper presented at the AARE, Brisbane, AU.
   Google Scholar