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Using an interpretive literature review method, it synthesizes four disciplinary perspectives: special education and disability studies; multiculturalism and anti-racist education; gender and women’s education; and queer studies. The framework proposes four conceptions of inclusivity—normative, integrative, dialogical, and transgressive—positioned on a continuum and designed to inform historical, current, and idealized educational practices and structures across differences.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/toward-an-interdisciplinary-framework-for-educational-inclusivity/596525/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/toward-an-interdisciplinary-framework-for-educational-inclusivity/596525.png","ImageObject",300,407,{"name":92,"@type":93},"Alexandar","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What method does the paper use to build its framework?","Question",{"text":112,"@type":113},"It uses an interpretive literature review approach to document, analyze, and critique four disciplinary perspectives related to inclusivity.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which disciplinary perspectives are used to construct educational inclusivity?",{"text":117,"@type":113},"The framework draws on special education and disability studies, multiculturalism and anti-racist education, gender and women’s education, and queer studies.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the paper characterize inclusivity within the proposed framework?",{"text":121,"@type":113},"It presents four conceptions of inclusivity—normative, integrative, dialogical, and transgressive—arranged along a continuum, without anchoring to a single marginalized group.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596525,1792171276,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090768658,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Toward an Interdisciplinary Framework for Educational Inclusivity  \nChristopher DeLuca  \nQueen’s University  \nAbstract  \nThis purpose of this paper is to provide a theoretical foundation for inclusion in Canadian schools for this Special Issue on Inclusive Education. In response to the need for an interdisciplinary framework, this paper uses an interpretive literature review methodology to construct a framework for educational inclusivity based on four disciplinary perspectives: (a) special education and disability studies,(b) multiculturalism and anti-racist education,(c) gender and women’s education, and (d) queer studies. The constructed framework elucidates four conceptions ofinclusivity––normative, integrative, dialogical, and transgressive––positioned on a continuum with each conception representing a different approach to inclusion. Unlike previous models, this framework is not anchored to any one marginalized group; rather, it is intended to represent multiple forms ofinclusivity to edify historical, existing, and idealistic educational practices and structures for all forms of difference.  \nKeywords: Inclusivity, inclusive education, diversity, difference.  \nPrécis/Résumé  \nLe but de ce document est de fournir une base théorique pour l'inclusion dans les écoles canadiennes pour ce numéro spécial sur l'éducation inclusive. En réponse à la nécessité d'un cadre interdisciplinaire, ce document utilise une méthodologie d'interprétation littérature examen de construire un cadre pour l'inclusion éducative basée sur quatre points de vue disciplinaires: (a) l'éducation spéciale et l’étude des handicapées, (b) le multiculturalisme et l'éducation antiraciste, (c) le genre et l'éducation des femmes, et (d) les études « queer ». Le cadre construit élucide quatre conceptions de l'inclusion -normatives, d'intégration, dialogiqueset transgressives - positionné sur un continuum avec chaque conception quireprésente une approche différente à l'inclusion. Contrairement aux modèles précédents, ce cadre n'est pas ancré à aucun groupe marginalisé, mais plutôt, il est destiné à représenter les multiples formes de l'inclusion d'édifier historiques,  \nactuels et idéaliste des pratiques et des structures éducatives pour toutes les formes de différence.  \nMots-clés: Inclusivité, l'éducation inclusive, la diversité, la différence.  \nIntroduction  \nOver the past 30 years, inclusivity has gained steady prominence as a national and international movement significantly impacting educational policy and practice (Egbo, 2009; Howard & Aleman, 2008) . In Canada, inclusivity mandates and initiatives are legislatively supported through the Canadian Charter of Rights and Freedoms and provincial education acts, with similar legislative backing in countries throughout the world (Hutchinson, 2010). However, despite widespread acceptance ofinclusivity as a contemporary teaching principle, ambiguity remains over what inclusivity means and how it should be practiced (Gérin-Lajoie, 2008; Trifonas, 2003) . As a result, Gérin-Lajoie (2008) asserted that educators receive contradictory signals about inclusion leading to different responses to diversity and varied levels of educational participation.  \nOne primary factor contributing to the multiple conceptions ofinclusivity across teacher discourse is that inclusive research and policy initiatives have stemmed from a range of sub-disciplines including multicultural education, special education, anti-racist education, queer education, and the education of women. Furthermore, Trifonas (2003) recognized that there exists no unifying theory for inclusivity within current scholarship to connect discourses and conceptions of inclusion from across these sub-disciplines. Specifically, Trifonas stated,“to date, there has been no sustained attempt, in educational theory or in its contextual grounding as praxis, to address the bridging of this gap of difference among discourses”(pp. 3-4). More recently, Artiles (2011) identifie","cbCaidTSSMbLhYca","https://ap.wps.com/l/cbCaidTSSMbLhYca","pdf",171562,43,"English","# Abstract\n# Introduction\n# Disciplinary Perspectives on Inclusivity","[{\"question\":\"What method does the paper use to build its framework?\",\"answer\":\"It uses an interpretive literature review approach to document, analyze, and critique four disciplinary perspectives related to inclusivity.\"},{\"question\":\"Which disciplinary perspectives are used to construct educational inclusivity?\",\"answer\":\"The framework draws on special education and disability studies, multiculturalism and anti-racist education, gender and women’s education, and queer studies.\"},{\"question\":\"How does the paper characterize inclusivity within the proposed framework?\",\"answer\":\"It presents four conceptions of inclusivity—normative, integrative, dialogical, and transgressive—arranged along a continuum, without anchoring to a single marginalized group.\"}]","Toward an Interdisciplinary Framework for Educational Inclusivity | PDF",1792083238,108]