Developing Inclusive Classroom Communities: What Matters to Children in their Experiences of Inclusive Classroom Learning (original) (raw)
Related papers
Developing inclusive classroom communities: what matters to children?
Education 3-13, 2021
This paper presents a recent study that examined how more inclusive classroom communities might be achieved. We were particularly interested in the contributions that children's perspectives could make to this work. The Framework of Participation, as a research tool, underpinned the research both conceptually and methodologically. We drew on an understanding of inclusive practice that recognises that individual differences between all learners are to be expected and welcomed, and acknowledges the complexity of everyday classroom experiences. We undertook fourteen group discussions, involving 56 children (aged 4-10), across seven primary schools in England. The discussions focused on two related areas: 'belonging' and 'being similar and being different', and how these might matter to the children's learning. Four key themes emerged: (i) feeling comfortable and being safe; (ii) learning as the main activity; (ii) being friends and getting on together; (iii) sharing behaviours and values. We discuss the relationship between these themes and how they can be used by teachers who seek to be more inclusive. We consider the value of listening carefully to children, not only for research purposes, but also as integral to the development of children's sense belonginess in their classroom communities.
Exploring inclusive practices in primary schools: focusing on children’s voices
European Journal of Special Needs Education, 2014
This paper reports a small-scale research project which took place in one primary school in the north-east of England. The study aimed to listen to children's views about how the practices of teachers helped and/or hindered their sense of inclusion in classrooms. Inclusion was understood here in a broad sense rather than specifically relating to children with special educational needs. Participatory research tools were used as part of group interviews with children from three different year groups. Even though the children were mostly happy with their school experience, it was noticeable that there were some areas for concern for some children that related to four interconnecting themes: unfairness, shouting, loneliness and seating plans. All of these themes seemed to be connected with children's interpersonal relationshipswith teachers and with each otherand can be seen as crucial in terms of understanding inclusion in schools and further developing existing practices.
2013
Recent sociometric research evidence in mainstream settings has suggested that pupils identified as having Special Educational Needs (SEN) often occupy a lower social position compared to their typically achieving peers and they tend to be lonely and marginalised. This is often attributed to their lacking of skills needed to engage socially with classmates in order to develop social relationships and friendships. Some studies have found that particular teaching arrangements such as cooperative learning activities and wider pedagogical practices can be conducive to promoting the social inclusion of pupils identified as having SEN. In this paper, we draw on evidence from two recent studies conducted in England and Cyprus which combined sociometric techniques ascertaining the social position of pupils accredited with SEN with in-depth interviews with practitioners and pupils as well as observations. By combining the insights gained from two different contexts, we formulate an open list of pedagogical strategies and wider school practices for promoting social interaction and ultimately the social inclusion of all children.
Inclusive Classroom: Some Lessons From The UK
2015
The aims of this study is to portray the inclusive classroom in a school in the UK. What teachers do to handle the Special Educational Needs (SEN) children or children in needs, what are the equipments and facilities to cope the difficulty, and how to increase the SEN childrens' abilities. One of the challenges faced by education systems in around the world is inclusion. It is not simply about placing pupils with SEN in mainstream classrooms, but also examines about the quality of education received by all groups of learners and includes student's presence, participation, acceptance, and achievement. This research was held in the UK which has been implemented this system for years. This study was designed in the case study with one single case design. In this case, school AS was the single case and researcher investigated three different ranges of classrooms with different ranges of age groups. The researcher chose case study design to gain an in-depth understanding of the p...
Secondary Pupils' Perceptions and Experiences towards Studying in an Inclusive Classroom
International Journal of Whole Schooling, 2013
The primary aim of this research study was to investigate and compare the attitudes and perceptions of secondary pupils, with and without Special Education Needs, towards studying together on the same campus. Both qualitative and quantitative data were gathered from the use of the On the Same Campus questionnaire by surveying 216 secondary pupils in Hong Kong. The results were analyzed using independent sample ttest analysis. Qualitative data in the form of experience sharing were analyzed using theme identification. This paper proposes that peer support in the form of pupils' social participation plays an important role in the promotion of social inclusion in regular classrooms. Teachers in regular schools can assume more roles as social participation mediators among pupils in the classroom by facilitating social participation opportunities for all pupils on the school campus.
This paper reports a small-scale research project which took place in one primary school in the north-east of England. The study aimed to listen to children’s views about how the practices of teachers helped and/or hindered their sense of inclusion in classrooms. Inclusion was understood here in a broad sense rather than specifically relating to children with special educational needs. Participatory research tools were used as part of group interviews with children from three different year groups. Even though the children were mostly happy with their school experience, it was noticeable that there were some areas for concern for some children that related to four interconnecting themes: unfairness, shouting, loneliness and seating plans. All of these themes seemed to be connected with children’s interpersonal relationships – with teachers and with each other – and can be seen as crucial in terms of understanding inclusion in schools and further developing existing practices.
Using primary school children’s voices to promote inclusive education
Voces de la educación, 2018
This paper argues for the need to engage with the views of children in primary schools as a way of promoting inclusive education. One example from one primary school, where the views of children were explored in order to develop further the school’s practices, will be used to illustrate this argument. Methodological considerations, the benefits as well as the challenges associated with the process will be discussed.
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Inclusive Practices for All: Child Perspectives
International Perspectives on Early Childhood Education and Development, 2019
The focus of this chapter is on children's perspectives of inclusion. Inclusion as a democratic principle is highlighted with research-based discussions on all children as citizens in a classroom, the impact of inclusion on children, children's attitudes about disabilities, the teachers' role in promoting inclusion, developing friendship skills in all children and strategies for teaching appropriate, inclusive social skills. Empirical evidence on training children to be more inclusive and to develop friendships with all children will be presented. Through inclusive settings, children with and without disabilities will develop a sense of belonging through full participation in society. The citizenship of children with disabilities in inclusive settings is vital to successful community building and acceptance amongst all people.
Illuminating young children's perceived notions of inclusion in pedagogical activities
International Journal of Inclusive Education, 2019
This paper presents findings from a research study, which sought to illuminate the perceived notions of inclusion of four to five year old children in pedagogical activities, in the early years classes of two schools in the North of England. It employed a qualitative methodology to gather extensive data with forty children over a six-week period in each school. This included collecting fieldnotes; undertaking observations of children in pedagogical activities; and conducting group and individual interviews. Central to the research aim was the use of participative tools to engage with children's voices; these included photographs and drawings. Children's perceived notions of inclusion resonated with two dimensions: belonging and relationships (with practitioner and/or child) and democratic pedagogies. The findings advance the conceptualisation of the notion of inclusion and bring to the fore the voices of a young group of children that has not been studied before. Engaging with children in meaningful ways can enable practitioners to better understand young children's perceived, multi-faceted notions of inclusion as they experience it within pedagogical activities.