Exploring the implementation of inclusive education in the Pinetown district schools : a case study of learners' experiences and teachers' perceptions about the classroom environment at a selected school (original) (raw)
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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.
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.
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.
Teachers' capacity to create inclusive learning environments
International Journal for Lesson & Learning Studies
PurposeThe purpose of this paper is to explore effects of an intervention designed for teachers' learning. This study investigates the effectiveness of a three-session professional development (PD) program based on the lesson study methodology. Lesson study was chosen as an intervention, attempting to strengthen teachers' awareness of and readiness to teach for student diversity.Design/methodology/approachThis study included 26 participants. The teachers took part in lesson study cycles during a period of four months. Effectiveness was measured using a pre-test/post-test within-subject design. The broad concept of inclusion and the characteristics of the research questions in this study demanded a mix of methods, a design in which qualitative and quantitative data are collected in parallel, analyzed separately and then merged.FindingsResults show an increase of teachers' readiness from baseline to post measurement to adjust the learning environment for increased inclusiv...
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...
Schools and inclusive classrooms
identifying the appropriate conditions to promote the creation of inclusive schools becomes an important aspect for schools to move forward. The inclusion is a process that forces all teachers to think permanently about the conditions of the classrooms that implement inclusive practices. In consequence, to think about the concept of inclusive education leads us to study the basic unit of analysis that in this case would be the classroom. This paper reflects on the conditions conducive to the development of schools and inclusive classrooms.
Making Inclusive Education a Reality: The Role of Teachers, Parents and Administrators
2020
The study used basically a survey design which employed the quantitative approach to investigate how children with special learning needs (SENs) are supported to learn together in the inclusive classroom with the focus on finding the level of support for children in five (5) inclusive schools in the Cape Coast Metropolis, Ghana. The sample size involved 86 teachers, 6 administrators (Head teachers) and 40 parents. In all, a total of 132 participants were involved in the study. Questionnaire was designed in close-ended format for the teachers, administrators and parents. The basic structure of the instrument was based on four Point Likert-type scales. The Likert-scale items questionnaire was analysed using frequencies, percentages, means and standard deviation. A tally sheet was used to generate frequency counts out of which percentages were calculated based on the scores assigned to each rating. These data were then analysed using the SPSS computer system. It was found from the stud...
Analysis of Pedagogical Situations to Promote Inclusive Education
International Journal of Technology and Inclusive Education
The purpose of this study was to assist school personnel in planning and organizing the integration of students with special needs. Group interviews and analyses of pedagogical situations have helped implement and document the progressive integration of students with disabilities from special classes into regular classes as well as increase the level of collaboration among all the parties involved. This article will focus on the analysis of the conditions that promote inclusion. It will analyses the best collaboration practices to be put in place and a procedure which entails exchange meetings, listening, and understanding. In addition, it will focus on the creation of a bond of trust among the various members of the personnel including the school management. Results show that the school staff, as a whole, wants to ensure that all students are given the best opportunities to achieve educational success and this goal is kept in mind when they prepare integration. Furthermore, teachers are concerned about generating a positive perception about inclusion among their peers who teach in regular classrooms.