@article{53660,
  abstract     = {{In this paper, a group of nine international scholars reflect on the
collective responsibilities of stakeholders within inclusive educa-
tional settings. This reflection was prompted by the need to identify
specific elements which would support intentional, collective
responsibility to support authentic inclusion for all students. In
order to engender this collectivist mindset, mirroring the metaphor
of the nurturing village, the group conducted a qualitative study
based on structured and semi-structured dialogue, written reflec-
tions and previously constructed research to inform a framework to
support inclusivity more collectively. Results suggest that nurturing
spaces, empathetic relationships, supportive networks and targeted
teaching, all contribute to bona fide inclusion, especially if this
responsibility is shared and cohesive. Data further revealed that
inclusivity is a values-driven process which flourishes when all
stakeholders subscribe to common values and tenets regarding
socially just educational provision. The authors inculcate the vil-
lage-mindset, a now popularly received notion, reinforcing the
need for active and deliberate dialogue focusing on shared respon-
sibilities and vision. In this paper, we intend to reiterate the need for
educational systems which foster more collective, compassionate
and nurturing inclusive practice in educational settings.}},
  author       = {{Subban, Pearl and Woodcock, Stuart  and Bradford, Brent  and Romano, Allesandra and Sahli Lozano, Caroline  and Kullmann, Harry and Sharma, Umesh  and Loreman, Tim  and Avramidis, Elias}},
  journal      = {{Teachers and Teaching}},
  keywords     = {{Inclusive education, inclusive schools, collective responsibility, school community, village mindset}},
  number       = {{5}},
  pages        = {{668--683}},
  title        = {{{What does the village need to raise a child with additional needs? Thoughts on creating a framework to support collective inclusion}}},
  doi          = {{10.1080/13540602.2024.2338398}},
  volume       = {{30}},
  year         = {{2024}},
}

@article{31023,
  abstract     = {{Research in inclusive education reveals multiple studies that explore the efforts of individual stakeholders to create an equitable educational experience for students with disabilities. However, these individual efforts are often examined discretely, compartmentalising the contributions of various stakeholders. As a consequence, the complex interplay between these contributions has not been fully
explored, with the capacity for a rich network of support being assumed rather than explicitly constructed. This report draws on the personal reflections of nine academics in the field of inclusive
education from Australia, Canada, Germany, Greece, Italy, and Switzerland. Serving as both contributors and participants, this study draws together their personal interpretations and their exper-
tise regarding the value of collective and collaborative inclusive education. Inductive thematic analysis of participant reflections yielded the view that stakeholders working together within an educational setting, offers more effective and appropriate opportunities to support learners with additional needs.}},
  author       = {{Subban, Pearl  and Bradford, Brent and Sharma, Umesh and Loreman, Tim and Avramidis, Elias and Kullmann, Harry and Sahli Lozano, Caroline and Romano, Alessandra and Woodcock, Stuart}},
  journal      = {{European Journal of Special Needs Education}},
  keywords     = {{Inclusive education, inclusive schools, school leadership, school community, village mindset}},
  pages        = {{291–302}},
  title        = {{{Does it really take a village to raise a child? Reflections on the need for collective responsibility in inclusive education}}},
  doi          = {{10.1080/08856257.2022.2059632}},
  volume       = {{37}},
  year         = {{2023}},
}