moss-listeningtodifferent-2000.pdf (117.05 kB)
Download fileListening to different voices
The paper reports on a larger study carried out in the island state of Tasmania, Australia, between 1996 1998. The research reviewed the impact of the Inclusion of Students with Disabilities Policy (ISDP 1995) within the government school system between 1996-1998.
This Qualitative study interprets and critically analyses the stories of five key informants - a parent, two teachers (a support teacher and a class teacher), a policy maker and a university academic - during the early period of the implementation of the IDSP (1995). The visual and literary 'data stories' produced through the study narrate inclusive schooling in the Tasmanian context as a 'detective story' of the special education knowledge tradition, originating from the policy makers' reality rather than from the transformative experience of developing pedagogical models and processes in classrooms and communities.
The paper presents an argument for a poststructuralist approach to research and policy writing/reading that questions traditionalist theorising in the special education field and populist slogans of 'inclusion'.
This Qualitative study interprets and critically analyses the stories of five key informants - a parent, two teachers (a support teacher and a class teacher), a policy maker and a university academic - during the early period of the implementation of the IDSP (1995). The visual and literary 'data stories' produced through the study narrate inclusive schooling in the Tasmanian context as a 'detective story' of the special education knowledge tradition, originating from the policy makers' reality rather than from the transformative experience of developing pedagogical models and processes in classrooms and communities.
The paper presents an argument for a poststructuralist approach to research and policy writing/reading that questions traditionalist theorising in the special education field and populist slogans of 'inclusion'.
