Strengths-based reflective practices to broaden inclusive practices

Abstract

Inclusive education continues to be an area that creates passionate debate. Current research provides evidence that teachers generally endorse inclusion when appropriate resources are provided. Other research shows that teachers are recognized to have the most understanding of the needs of their classrooms, and are the most important factor when an effort to implement improvement in professional practice is pursued. However, literature also points to a gap between research and practice to meet the diverse needs of today’s classrooms. This is generally found where teachers are requested to apply what worked in a context that is alien to their reality and likely results in unsuccessful implementation, if implemented at all. Current research was reviewed in the area of special-education, inclusion, professional development, stress, burnout and strengths-based reflective practices. There was a dearth of educator-focused, strengths-based professional developmental tools that could be immediately utilized and customized by growthminded educators to their own needs. This applied project is strengths-based and focuses on deep, thoughtful personal reflection to improve personal job-satisfaction. The purpose of this project is to broaden professional practices towards including all students with the values of shared leadership, co-constructed decision making and collaboration in mind.