The term ‘Education for All’ in the context of inclusive schooling describes the aim that children with identified special/additional needs are fully included in education together with their typically developing peers. However, there are few easy-to-use methods that teachers can use while at the same time teaching the approbate curriculum to children with a range of different abilities. The Good Inclusion Game (GIG) is a group contingency-based tool to create inclusive classrooms that utilises principles of the applied branch of the science of behavior analysis (Applied Behavior Analysis; ABA) and can be used across settings and academic subjects. The GIG was evaluated across 9 classrooms with 93 boys and girls aged between 9-15 years of age, including 20 children with identified special educational needs. Findings show that the GIG reliably led to a significant increase of inclusive curriculum-focused activities with the collateral effect of decreasing disruptive behavior for all children. Findings are discussed in the context of inclusive schooling and evidence-based education.
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Supervisor: Dillenburger, K. (Supervisor)
Student thesis: Doctoral Thesis › Doctor of PhilosophyFile