Exploring inclusive practices in primary schools: focusing on children’s voices

Adderley, Rebecca Jane; Hope, Max A.; Hughes, Gill; Jones, Lisa; Messiou, Kyriaki; Shaw, Patricia

doi:10.1080/08856257.2014.964580

Cited by 62 publications

(49 citation statements)

References 40 publications

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“…Concerning our research objectives and results obtained, our data reaches similar conclusions to that of other t international studies (Ainscow, 2001;Levison, Sutton & Winstead, 2009;Jeffery & Troman, 2013;Adderley et al, 2015), and many other national studies (Arranz Márquez, 2008, Llorent García & López Azuaga, 2012. Greater teacher implication is necessary in order to apply inclusive education on a wider scale.…”

Section: Resultssupporting

confidence: 75%

Inclusive education in schools in rural areas

Moreno¹,

Jaén²,

Navío³

et al. 2015

J. New Approaches Educ. Res.

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Since Spain decided to embark on the development of inclusive schooling, studies have taken place to see if the inclusive principle is being developed satisfactorily. Inclusive schooling implies that all students, regardless of their particular characteristics, may be taught in ordinary schools, and in the majority of cases receive help in the classroom in which they have been integrated in order to cover any special educational needs. Our research aims to find out if schools situated in rural areas follow this principle and, once it has been put into practice, what strategies are being used. To this end, we designed a questionnaire addressed to Infant and Primary school teachers in the Sierra Sur area in the province of Jaén, in an agricultural context where most of the population live on olive picking and the cultivation of olive groves. Given the extension of the area, our research concentrated on schools situated in urban nuclei with a population of less than one thousand five hundred inhabitants. The results obtained demonstrate that rural areas do not take full advantage of the context they are in to favour inclusion processes and continue to develop proposals that are merely integrative.

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Section: Resultssupporting

confidence: 75%

Inclusive education in schools in rural areas

Moreno¹,

Jaén²,

Navío³

et al. 2015

J. New Approaches Educ. Res.

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“…In particular, students with SEBD do not automatically benefit from the social opportunities offered by inclusive education (Chamberlain, Kasari, and Rotheram-Fuller 2007;Guralnick et al 2007;de Monchy, Pijl, and Zandberg 2004). Students with SEBD tend to report higher rates of social exclusion in terms of fewer friendships and higher rates of loneliness and victimisation (Adderley et al 2015). Socially excluded students are at higher risk of experiencing increased negative academic and social outcomes, such as early school dropout, criminality and depression (Kauffman and Landrum 2012;Ruijs, Peetsma, and van der Veen 2010;Thompson and Morris 2016).…”

Section: Introductionmentioning

confidence: 99%

“…Moreover, despite acknowledging that the views of students with SEBD are important, that they are experts on their own situation and can contribute to educational initiatives, policies and research which influence their education (Michael and Frederickson 2013;Rose and Asher 2004;Woodhead and Faulkner 2000), there is a lack of knowledge about the perspectives of primary school students with SEBD. Studies which do include the voices of young students with SEBD focus on the students' perspectives on the impact of inclusive education (Adderley et al 2015;Mowat 2015) or on the consequences of victimisation due to bullying (Brown Hajdukova, Hornby, and Cushman 2016;Messiou 2012), but have not yet considered what the students think about how social inclusion could be realised in the classroom.…”

Section: Introductionmentioning

confidence: 99%

Student voices on social exclusion in general primary schools

Leeuw

Boer

Minnaert

2018

European Journal of Special Needs Education

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Advocates of inclusive education argue that the social inclusion of students with special educational needs (SEN) increases when they are educated with typically developing peers. However, research indicates that this is not apparent for all students with SEN. Students with social, emotional and behavioural difficulties (SEBD) are often socially excluded. To understand the situation of these students, their voices should be heard. The aim of the current explorative study was to gain insight into: (1) the experiences of students with SEBD regarding victimisation and social exclusion, and (2) the approaches they applied and preferred resolving social problems. We conducted semi-structured interviews with 28 socially excluded students from grades 5 and 6, attending general (N = 6) and segregated special (N = 21) primary education. The participants were prompted to talk about their own experiences using hypothetical scenarios. The interviews were analysed using a multi-grounded theory approach. The results show that students preferred different approaches to resolving these social problems than the applied approaches. They would have liked to have seen their peers and teachers to show more initiative. In line with these results, the need to listen to the students' voices are emphasised.

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“…Classroom conversation has been acknowledged as key to inclusion in settings where some children may be identified with special educational needs and disabilities (Berry & Englert, 2005;Ní Bhroin, 2013), while Rajala, Hilppö & Lipponen (2012) examine whether a form of 'exploratory' talk known to support higher order thinking is itself equitable and inclusive of different students. Studies have also been conducted using interviews and discussions to gain better understanding of students' experiences of inclusion both during and after their school experience (Adderley et al, 2014;Diez, 2010;Tetler & Baltzer, 2011).…”

Section: Dialogues In and About Inclusive Educationmentioning

confidence: 99%

Including Psychology in Inclusive Pedagogy: Enriching the Dialogue?

Kershner¹

2016

IJEP

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Inclusive education is a complex field of study and practice that requires good communication and dialogue between all involved. Psychology has to some extent been marginalised in these educational dialogues. This is, in part, due to psychology’s perceived heritage in the standardised testing that has been used to support the educational segregation of certain individuals and groups of students. Some have also expressed fundamental doubts about the prospects of investigating human experience and education through ‘scientific’ method in psychology. In this paper I discuss the relationship between inclusive education, dialogue and psychology, with a focus on the dialogic aspects of inclusive classroom pedagogy. I analyse how a group of eight early career primary (elementary) school teachers in England talk about inclusive pedagogy at the start their involvement in a one-year research project on this topic. Their conversation suggests the strong presence of psychological thinking, alongside the teachers’ other references to classroom practice, children’s rights and social identities. Conclusions are drawn about the need to include the heterogeneous field of psychology in the continuing dialogues of inclusive education, while also considering new forms of psychology for inclusive education.

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Exploring inclusive practices in primary schools: focusing on children’s voices

Cited by 62 publications

References 40 publications

Inclusive education in schools in rural areas

Inclusive education in schools in rural areas

Student voices on social exclusion in general primary schools

Including Psychology in Inclusive Pedagogy: Enriching the Dialogue?

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