A capability approach to understanding academic and socio-emotional outcomes of students with special educational needs in Ireland

Mihut, Georgiana; McCoy, Selina; Maître, Bertrand

doi:10.1080/03054985.2021.1973982

Cited by 6 publications

(3 citation statements)

References 47 publications

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“…This finding was also true for teachers. A similar study indicated that parental expectations for young people with special education needs are much lower than those of the young people themselves (Mihut et al, 2022). Thus, parental expectations and engagement can have a significant effect on students' academic outcomes.…”

Section: Literature On Diversity and Students From Traditionally Excl...mentioning

confidence: 95%

Non-formal Science Education: Moving Towards More Inclusive Pedagogies for Diverse Classrooms

Guralp,

Hayes

2024

CEPSj

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The Diversity in Science towards Social Inclusion–Non-formal Education in Science for Students’ Diversity (DiSSI) project aimed to provide a holistic perspective on diversity, focusing specifically on cultural andethnic identities, language, socioeconomic background, gender, as well as differing levels of achievement. In particular, the work presented in this paper aims to tackle consciously the issues surrounding teaching andlearning in socio-economically deprived areas through non-formal education. This paper presents the results of a pilot study that examined how students participating in non-formal education engage with multi-modalpedagogical approaches designed to address multiple dimensions of diversity via an intersectionality lens. Working with diverse groups requires varied methods; as such, a mixed-method approach was employed in the study to ensure the research team authentically captured and engaged with the lived experiences of the participants. The study aimed to generate best practices that augment the science capital of students, which are applicable across various contexts of diversity. The pedagogical approaches, while not novel in science education literature, were rarely utilised by the teacher and thus were rarely experienced by the students. Participants reported a greater sense of autonomy and ownership of the science through participation in the DiSSI programme. Preliminary results indicate an overall positive experience for students and teachers alike and offer insights into the overall lived experiences of participants, which inform future work.

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Section: Literature On Diversity and Students From Traditionally Excl...mentioning

confidence: 95%

Non-formal Science Education: Moving Towards More Inclusive Pedagogies for Diverse Classrooms

Guralp,

Hayes

2024

CEPSj

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“…Concerns about segregated education, however, noted the overrepresentation of students from minority groups in special education provision and the stigma of labelling and civil rights issues. In other words, while arguments for the appropriateness of adapted, segregated, and specialised provision focused on the individual profile of the needs of pupils, actual practices within schools showed intersecting influences from wider societal and demographic factors [13,20,21]. Such concerns were also augmented by considerations regarding long-term impacts for pupils along their full life-span trajectories and how they could participate as citizens in society in the future.…”

Section: Educational Policy Movement Towards Inclusive Provisionmentioning

confidence: 99%

A Whole Education Approach to Inclusive Education: An Integrated Model to Guide Planning, Policy, and Provision

Kenny,

McCoy,

O’Higgins Norman

2023

Education Sciences

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Inclusion is an important aspect of achieving the Sustainable Development Goals (SDGs) in education. This article will discuss the significance of recent developments in the field of school-based bullying prevention and evaluate their applicability to the policy discourse of inclusive education. Both inclusive education and school-based bullying remain contested phenomena without a clear consensus regarding their definition or how to operationalise them as concepts within school policy or practice effectively. UNESCO’s Scientific Committee has recently proposed the Whole Education Approach, which conceptualises a holistic, socially engaged, and interconnected vision for policy development in addressing school-based bullying prevention. Importantly, the Whole Education Approach conceptualises incidences of bullying as indicative of a deficit of care and support within the surrounding social environment, thus adopting an ecological and relational focus regarding bullying prevention. In addition, bullying prevention is viewed as requiring coherent collaboration between the school, family, and other relevant stakeholders in the local social community surrounding the school. This includes government funding, resource policies and national legal frameworks. This article argues that this approach may also have utility within inclusive education policy in supporting a more integrated and holistic promotion of social inclusion, underpinning equal opportunities in recognition of the diverse needs of all learners in schools. This article discusses the details of the Whole Education Approach and emphasises how this framework can also address educational inclusion by adopting an integrated, multi-elemental focus on supporting collaboration across stakeholders relevant to the lives of pupils within schools.

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“…Concerns about segregated education, however, noted the overrepresentation of students from minority groups in special education provision and the stigma of labelling and civil rights issues. In other words, while arguments for the appropriateness of adapted, segregated, and specialised provision focused on the individual profile of needs of pupils, actual practices within schools showed intersecting influences from wider societal and demographic factors 13,20,21 . Such concerns were also augmented by considerations regarding long-term impacts for pupils along their full life-span trajectories and how they could participate as citizens in society in the future.…”

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confidence: 99%

A Whole Education Approach to Inclusive Education: Conceptualising a Sustainable Future for Inclusive Education Provision

Kenny¹,

McCoy²,

Norman³

2023

Preprint

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Inclusion is an important aspect of achieving the Sustainable Development Goals (SDGs) in education. This article will discuss the significance of recent developments in the field of school-based bullying prevention and evaluate their applicability to the policy discourse of inclusive education 2,3. Both inclusive education and school-based bullying remain contested phenomena without a clear consensus regarding their definition nor how to operationalise them as concepts within school policy or practice effectively. UNESCO’s Scientific Committee have recently proposed the Whole Education Approach, which conceptualises a holistic, socially engaged, and interconnected vision for policy development in addressing school-based bullying prevention. Importantly, the Whole Education Approach conceptualises incidences of bullying as indicative of a deficit of care and support within the surrounding social environment, thus adopting an ecological and relational focus regarding bullying prevention. In addition, bullying prevention is viewed as requiring co-herent collaboration between the school, family, and other relevant stakeholders in the local social community surrounding the school. This includes government funding and resourcing policy and national legal frameworks. This article argues that this approach may also have utility within inclusive education policy in supporting a more integrated and holistic promotion of social inclusion, underpinning equal opportunities in recognising the diverse needs of all learners in schools. This article discusses the details of the Whole Education Approach and emphasises how this framework also can address educational inclusion in adopting an integrated, multi-elemental focus on supporting collaboration across stakeholders relevant to the lives of pupils within schools.

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A capability approach to understanding academic and socio-emotional outcomes of students with special educational needs in Ireland

Abstract: How to cite:Please refer to published version for the most recent bibliographic citation information.

Cited by 6 publications

References 47 publications

Non-formal Science Education: Moving Towards More Inclusive Pedagogies for Diverse Classrooms

Non-formal Science Education: Moving Towards More Inclusive Pedagogies for Diverse Classrooms

A Whole Education Approach to Inclusive Education: An Integrated Model to Guide Planning, Policy, and Provision

A Whole Education Approach to Inclusive Education: Conceptualising a Sustainable Future for Inclusive Education Provision

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