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• Introduction
• What is the basis of the Growing Talent for Inclusion project?
• What is the process of Growing Talent for Inclusion?
• What is Appreciative Inquiry?
• What were the researchers’ findings?
• How was the research carried out?
• What are the implications of this research?
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Enhancing skills for inclusion: using appreciative inquiry to improve classroom dynamics

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Inclusion
Behaviour

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Authors

Doveston, Mary, University of Northampton Keenaghan, Marian, Northamptonshire County Council

Publisher

Journal of Research in Special Educational Needs, 6, (3), 2006 pp.153-165.
[Original title: Growing Talent for Inclusion: using an appreciative inquiry approach into investigating classroom dynamics]

Introduction

What is Growing Talent for Inclusion?

This study reports on a project, Growing Talent for Inclusion (GTI), which used an Appreciative Inquiry approach to improve social dynamics in mainstream classrooms. It originally grew out of the researchers’ work with children with emotional and behavioural difficulties. Appreciative Inquiry is a type of action research which focuses on identifying what works and what can happen to promote change, rather than focusing on difficulties and problems. The GTI project identified ‘Talents’ that existed within a class, and worked on nurturing these. Examples of talents included ‘Likes to get things done’ and ‘Helpful’.

Having found that the GTI project improved the social dynamics in a Year 8 class, the researchers expanded the project to a number of other classes, in primary schools, middle schools and secondary schools.

Keywords: England, Primary schools, Secondary schools, Pupils, Peer groups, Classroom environment, Social skills, Behaviour, Inclusion