Learning Diversity in the Chinese Classroom: Contents and practice for students with special needs

Hung, Li-Yu

doi:10.1080/10349120903102395

Cited by 1 publication

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“…Research demonstrates that whilst many teachers articulate a strong commitment to the values of inclusion education, they often express anxiety about the daily practice of teaching increasingly diverse classes of children. Findings are consistent across many national settings, revealing tensions that are important to practitioners teacher educators and policy-makers, as well as children and their families (Cheung and Hui, 2007;Blecker and Boakes, 2010;Florian and Linklater 2010;EADSNE 2011;Forlin 2012;Black-Hawkins, 2017). Research has, understandably, concentrated on examining the views of teachers.…”

Section: Introductionmentioning

confidence: 82%

Developing inclusive classroom communities: what matters to children?

2021

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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.

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Section: Introductionmentioning

confidence: 82%