Advancing the inclusion agenda in Australia: A multi-case study of the school experiences of children adopted from overseas

Sempowicz, Tracey; Carrington, Suzanne

doi:10.1016/j.ijer.2022.102124

Cited by 4 publications

(3 citation statements)

References 44 publications

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“…Adopted children in particular frequently struggle in school (Brown et al, 2017; Sempowicz & Carrington, 2023) and their parents report that the needs of their children are often not recognised or appropriately managed by the education system (Barratt, 2012). The nature of adopted pupils’ struggles in school is echoed in surveys of adoptive families.…”

Section: Education and Care Experiencementioning

confidence: 99%

“…Care‐experienced children and young people, whether subsequently adopted, returned to the birth family or remaining in some form of out‐of‐home care arrangement (e.g. foster care, residential care), will have been exposed to a certain level of early adversity and are potentially vulnerable to the effects of those experiences (Brodzinsky et al, 2021; Sempowicz & Carrington, 2023).…”

Section: Introductionmentioning

confidence: 99%

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Coherent lives: Making sense of adoptees’ experiences in education through narrative identity

Brown,

Shelton

2023

British Educational Res J

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Children adopted from care become part of a hidden, but no less vulnerable, group in the education system and may be overlooked for allocation of additional support and guidance. Adoption is a relatively unique experience and adds layers of complexity, difference and vulnerability to young people's lives that are poorly understood and under‐researched. Adopted adolescents face significant challenges in social, emotional and behavioural aspects of school life. An attainment gap persists throughout their educational career. Adoptees are strikingly absent from many conversations regarding care‐experienced young people yet their needs and challenges are comparable with those of their peers remaining in the care system. Assumptions are made about adoptees’ opportunity and capacity to recover, concealing challenges faced in adjusting to adoptive life, including education. The impact of adoptees’ early experiences could lead to complex identity formation processes during adolescence, with potential implications for education experience and performance. This paper explores the potential of applying a narrative adoptive identity perspective to answer questions about how adopted children and young people experience school as an adopted person, i.e. how does their lived experience as an adopted member of a school community impact on their engagement with school, schoolwork and peer networks? The concept of ‘communicative openness’ is used to illustrate the vital role the school community plays in enabling adopted children to transition into and thrive in school. Taking a narrative adoptive identity approach may enable teachers to better meet adoptees’ specific learning and teaching needs as dictated by their unique experiences and enhance opportunities for better educational progress.

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Section: Education and Care Experiencementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Coherent lives: Making sense of adoptees’ experiences in education through narrative identity

Brown,

Shelton

2023

British Educational Res J

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“…Le concept d'inclusion a fait l'objet de nombreuses recherches dans le domaine scientifique. À cet effet, plusieurs chercheurs s'y sont intéressés et ont souligné l'importance d'offrir à tous les enfants des milieux éducatifs inclusifs (Hau et al, 2022;Sempowicz et Carrington, 2023;Singh et Zhang, 2022) afin que soient pris en compte les besoins spécifiques de tous et les défis auxquels ils font face au quotidien (Hau et al, 2022;Pearson et al, 2023). L'article de Boily, Goulet, Lachance, Hamidi et Allaire, qui ouvre ce numéro, prend ses fondements dans cette réflexion concernant la prise en compte de l'hétérogénéité des enfants présente dans les services de garde éducatifs à l'enfance.…”

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Égalité des chances et réussite éducative : comment répondre aux besoins des enfants et des familles du 21 siècle à l’éducation préscolaire ?

Boily,

Dumais

2023

Revue internationale de communication et socialisation

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Procesos de educación inclusiva en una institución educativa oficial

Tello-Zuluaga,

Ochoa Londoño,

Herrera Pérez

2023

Rev. virtual univ. catol. norte

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La educación inclusiva constituye un componente fundamental de la agenda educativa mundial; las concepciones docentes frente a este proceso son determinantes para materializar los discursos políticos y generar verdaderas comunidades inclusivas. Con eso en mente, esta investigación buscó comprender las concepciones de los docentes de una institución educativa pública del municipio de Medellín sobre la educación inclusiva, por medio del juicio testimonial que ofrecen desde su experiencia en las prácticas pedagógicas; esto a partir de un enfoque cualitativo, basado en la teoría fundamentada con entrevistas a profundidad a informantes clave. Los resultados muestran un reconocimiento de los docentes frente a los componentes generales de la educación inclusiva y una valoración positiva sobre la implementación de prácticas inclusivas en la institución. Sin embargo, se evidencia una necesidad en la formación del profesorado en aspectos de orden legal, teórico y práctico que permitan el desarrollo de prácticas acordes a la legislación y a los requerimientos de las comunidades educativas. Se concluye que la formación del profesorado, la experiencia específica en contextos inclusivos y la dotación institucional contribuyen al establecimiento de prácticas educativas inclusivas coherentes con los postulados nacionales e internacionales en la materia.

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Advancing the inclusion agenda in Australia: A multi-case study of the school experiences of children adopted from overseas

Cited by 4 publications

References 44 publications

Coherent lives: Making sense of adoptees’ experiences in education through narrative identity

Coherent lives: Making sense of adoptees’ experiences in education through narrative identity

Égalité des chances et réussite éducative : comment répondre aux besoins des enfants et des familles du 21 siècle à l’éducation préscolaire ?

Procesos de educación inclusiva en una institución educativa oficial

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