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British Columbia navigate inclusive education policy and practice  \nOver the past ten years, the landscape of inclusive education  \nin British Columbia, Canada, has shifted in complex and often contradictory ways. Changes include: revisions to the Ministry’s Special Education Manual (BC Ministry of Education, 2016b); the ongoing development of a re-designed curriculum (BC Ministry of Education, 2015); the privatization of special education services  \n(e.g. BCTF, 2017); the promotion of inclusive education delivery models such as Response to Intervention (e.g. Cavendish, Menda, Espinosa,& Mahotiere, 2016); the development of a new Individualized Education Plan template (BC Ministry of Education, 2016a); and a review of the provincial education funding model (BC Ministry of Education, 2018). Layered over these changes are ongoing challenges in restoring Collective Agreement provisions related to class size and composition and acute shortages of both teachers and educational assistants (CBC News, 2018).  \nThis paper invites us to think across these changes by focusing on where they come together: the classroom. It is in the classroom where teachers, who support the principle of inclusion, all too often find themselves caught between the needs of their students and the realities of educational conditions. By exploring the possibilities for and challenges to inclusive education in BC, this paper presents teacher perspectives that invite us into a conversation about how to advocate for teaching and learning conditions that support all students with diverse learning needs.  \nMethodology, methods and data sources  \nThis paper is part of a three-year research project on inclusive education in BC that is guided by a social justice lens. Following Denzin (2017), critical qualitative inquiry, based on “an ethical framework that is rights and social justice based,” mobilizes research for “public education, social policy making, and community transformation”(p. 8). This is underpinned by a view of teachers as policy actors (Ball, Maguire, Braun, & Hoskins, 2011). Here, the focus is on how teachers actively navigate policy, taking on multiple and potentially contradictory roles, within the dynamic context of the school. Focusing on the classroom, in turn, disrupts the “black-box” of educational practice by explicitly engaging factors both inside and outside the classroom that shape policy implementation (Cuban, 2013).  \nThe paper draws on two sources of data. The first is a report on the Meaningful Inclusion Summit that was organized by the British Columbia Teachers’ Federation in October 2018. Teachers applied to the summit from across the province, and the 24 selected participants reflected a range of specialist teaching positions.1 As participants were part of an organized event aimed at shaping policy and practice, there was a reasonable expectation that views would be shared publicly. At the same time, to mitigate any potential risks to participants, the resulting Summit report focused on broad themes and recommendations and does not include identifying details of participants.2 The data analysis software MAXQDA was used to identify themes for the report based on notes from the focus groups discussions held during the event.  \nThe second source of data are semi-structured interviews that took place between November 2018 and February 2019. Here, interviews are understood as “accounts” of sense-making within particular moments and contexts (Talmy, 2010). 15 participants were recruited from 5 districts in the province, representing urban and rural teaching locations. An email was sent to potential participants through the local union office. Interested participants contacted the BCTF researcher directly and were provided with an informed consent form prior to the interview. The interview invited participants to share their perspectives on the","cbCairI0Ap474q6I","https://ap.wps.com/l/cbCairI0Ap474q6I","pdf",94917,12,"English","# Methodology, methods and data sources\n## Data sources and analysis\n# Challenges for teachers navigating inclusive education policy and practice\n## Ministry policy manual and school-based teams","[{\"question\":\"What major changes shaped inclusive education policy in British Columbia during the past decade?\",\"answer\":\"The report highlights revisions to the Special Education Manual, curriculum redesign, privatization of special education services, adoption of delivery models like Response to Intervention, a new IEP template, and review of provincial education funding, alongside ongoing challenges related to collective agreements and staffing shortages.\"},{\"question\":\"What guiding approach and lens does the research use?\",\"answer\":\"The study is part of a three-year inclusive education project in BC guided by a social justice lens, using critical qualitative inquiry and treating teachers as policy actors navigating potentially contradictory roles.\"},{\"question\":\"What data sources were used to study teachers’ experiences?\",\"answer\":\"The research draws on two sources: a Meaningful Inclusion Summit report organized by the BCTF and semi-structured interviews conducted between November 2018 and February 2019, with themes analyzed using MAXQDA.\"}]","BCTF Research Report - January 2020 - The landscape of inclusion | PDF",1792043594]