Getting personal about values: scaffolding student participation towards an inclusive classroom community

Morcom, V.; MacCallum, J.

doi:10.1080/13603116.2011.572189

Cited by 8 publications

(4 citation statements)

References 16 publications

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“…Basically, the aim is to inform the teaching and learning to create a diverse and equitable learning community in the classroom (Trafford, 2008). The educational community and society have differing views about the purpose and aim of education in a democracy society (Morcom & MacCallum, 2012). This research will provide some clarifications on the aim and role of democratic classroom and its effects of social skills development of students from the perspectives of male and female students.…”

Section: Literature Reviewmentioning

confidence: 92%

Empirical Evidence on the Relationship between Democratic Classroom and Social Skills Development of Students

Ahmad¹,

Said²,

Jusoh³

2015

MJSS

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Section: Literature Reviewmentioning

confidence: 92%

Empirical Evidence on the Relationship between Democratic Classroom and Social Skills Development of Students

Ahmad¹,

Said²,

Jusoh³

2015

MJSS

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“…Moreover, his negative social expectations and attitudes might be exacerbated if not addressed [21]. From a total of 11 non-autistic participants, 10 perceived their autistic peer as 'lonely', 9 as 'sad and shy', 8 as 'weird' and 6 as 'thoughtless and passive'.…”

Section: Resultsmentioning

confidence: 99%

“…In this respect, Vygotsky's [20] sociocultural perspective endorsed an inclusive social milieu for autistic children in a regular inclusive classroom. The absence of such a social milieu could exacerbate negative societal expectations and attitudes [21]. Building a culture of empathy can help enhance interpersonal relationships between non-autistic and autistic pupils in mainstream schools [22].…”

Section: Addressing Empathy Deficits In Classroomsmentioning

confidence: 99%

Reframing Autism in a Mainstream Classroom via the Constructs of Inclusion and Stigma

Xuereb¹,

Lawson²,

Box³

2019

J. Intellect. Disabl. Diagn. Treat.

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An investigation was undertaken to explore the social environment in a mainstream classroom that housed both non-autistic and autistic students. The research focus was to see if engaging students in a particular programme, successfully reduced stigma. The research is founded upon the concept of autism as part of neurodiversity rather than only disorder. It posits affective and social outcomes of inclusive education can be a reality once stigma is exposed and autism, reframed. The literature reviewed yielded valuable insights into how best to support the rationale of this study to prepare typical classmates for entry of autistic children. Method: Via a single case-study, an engaging and interactive Peer Preparation Programme (PPP) provided opportunities for the pupils and the focus child to interact with each other; enabling them to acquire knowledge about themselves, each other, autism and ways to minimise the negative impact of stigma. Results: Findings indicated a considerable increase in empathetic attitudes, spontaneous interactions, peer awareness, positive peer imitations and peer advocacy. Conclusions: To reframe autism within mainstream classrooms, although conscious this is a single case-study, the program helped pupils comprehend the sensitive issues of social stigma and encourage empathy in practice.

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“…One concern regarding the negative impact of including children with intellectual disabilities in primary regular education classrooms can be alleviated, because it seemed not to be detrimental to Only three studies examined how to implement inclusion. Morcom and MacCallum (2012) presented an example of building an inclusive classroom culture with explicit teaching of values, development of student leadership skills, and examination of their personal values. In this study, two children with intellectual disabilities attended the Educational Support Unit in the morning and returned to mainstream classrooms in the afternoon.…”

Section: Inclusionmentioning

confidence: 99%

Teaching Children with Intellectual Disabilities: Analysis of Research-Based Recommendations

Räty

Kontu

Pirttimaa

2016

JEL

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The purpose of this qualitative study was to produce an overview of topics and practical recommendations that have been presented for teaching for students with intellectual disabilities in educational research articles published from 2000 to 2013. The sample of peer-reviewed research articles considering this topic was selected using a database search of the Educational Resources Information Center (ERIC). To represent the richness of this research area, the topic was purposely left broad, and the outline was made by focusing on the practical implications of research articles. These recommendations were identified, classified, synthesized, and evaluated. The implications for practice and research are presented based on the findings of this study.

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Getting personal about values: scaffolding student participation towards an inclusive classroom community

Cited by 8 publications

References 16 publications

Empirical Evidence on the Relationship between Democratic Classroom and Social Skills Development of Students

Empirical Evidence on the Relationship between Democratic Classroom and Social Skills Development of Students

Reframing Autism in a Mainstream Classroom via the Constructs of Inclusion and Stigma

Teaching Children with Intellectual Disabilities: Analysis of Research-Based Recommendations

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