Abstract
The purpose of this study was to explore agency-focused inclusion strategies. We adopted a case study and retrospective narrative inquiry design to construct a detailed account of (1) how the participant’s self-knowledge was developed and translated into self-inclusion, and (2) what were some self-including strategies developed by the participant. Based on the account of self-inclusion in this study, we identified three critical developmental phases: (a) develo** social-emotional skills, (b) gaining self-autonomy and empowerment through learning involvement, and (c) develo** self-inclusion initiatives and self-advocacy. In addition, we identified three major contributing factors which aided in the development of self-inclusion: (a) parental impacts, (b) intra- and interpersonal intelligences, and (c) supportive learning environments. We discuss how these contributing factors impacted student self-including behaviors, and how the student’s growth mindset and internal beliefs intertwined into the development of his self-authorship. Future research could include recruiting more students with advocacy experiences, including more teachers of different school subjects and conducting longitudinal studies.
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Data Availability
The data that support the findings of this study are available on request from the corresponding author. The data are not publicly available due to privacy or ethical restrictions.
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The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: The self-knowledge study is funded by the 2018 Social Sciences and Humanities Research Council of Canada Explore Grant (Grant No.: 15R12961).
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Wu, IC., Lo, C.O., Chrostowski, M. et al. A Case Study of Self-Inclusion: Self-knowledge as a Potential Tool for Inclusive Education. Trends in Psychol. (2023). https://doi.org/10.1007/s43076-023-00324-5
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DOI: https://doi.org/10.1007/s43076-023-00324-5