Sociocultural Perspectives on Curriculum, Pedagogy, and Assessment to Support Inclusive Education

Morton, Mary Winston; Guerin, Aoife

doi:10.1093/acrefore/9780190264093.013.147

Cited by 6 publications

(3 citation statements)

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“…This construct is shaped by our perceptions of interactions with people, places, and things ( Osterman, 2000 ). Failure to belong has a range of negative implications for identity, health and wellbeing, academic success, and self-esteem ( Morton and Guerin, 2017 ). This line of research tends to regard belonging and exclusion as a dichotomy and often ignores the intermediate range between these two ends.…”

Section: Discussionmentioning

confidence: 99%

Demographic factors, partial social belonging and psychological resources associated with coping

et al. 2023

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IntroductionThe present study investigates the role of perceived partial social belonging (PPSB) in determining societal and individual resilience and positive and negative coping indicators. It is assumed that most people aspire to belong and be integrated into their society. A sense of only partial belonging is therefore distressing for them.MethodsTwo hypotheses are examined in the current study: (a) A higher level of PPSB will predict a lower level of resilience and a higher level of psychological symptoms. (b) PPSB will mediate the associations between three stress-evoking demographic characteristics (younger age, low income, and gender) and the lower psychological resilience and higher distress associated with these demographic characteristics. These hypotheses were examined using a sample of the Israeli Jewish public (N = 1,502) who responded to an anonymous questionnaire about the investigated issues. The data were collected by an internet panel company possessing a database of more than 65,000 residents, representing the varied components of the Israeli society.ResultsThe findings supported our hypotheses: (a) PPSB negatively predicted societal and individual resilience and hope and positively predicted distress symptoms and sense of danger. (b) PPSB mediated the effects of the investigated demographic variables on these psychological variables.ConclusionThese results are discussed in association with the concept of belonging competencies. Our findings display that being unsure about one’s belonging to a desired social group, has a major role in increasing psychological distress and sense of danger and in reducing hope and both individual and societal resilience.

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Section: Discussionmentioning

confidence: 99%

Demographic factors, partial social belonging and psychological resources associated with coping

et al. 2023

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“…Personalized (or individual) learning plans (PLPs) are commonly used. Such plans have been advocated for a more inclusive approach to education, especially when they incorporate not only learning needs but also achievements, and when they are regularly revisited and updates (Morton & Guerin, 2017).…”

Section: Personalized Learningmentioning

confidence: 99%

Learning From Alternative Schools to Enhance School Completion

Riele¹,

McGregor²,

Mills³

et al. 2020

Oxford Research Encyclopedia of Education

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International organizations, such as the Organisation for Economic Co-operation and Development (OECD), as well as governments in OECD member countries are implementing policies aimed at increasing secondary school completion rates. Some decades ago, the senior secondary years were an exclusive option for an elite minority. Now, a common expectation is that they will cater to 90% or so of young people. However, too often the practices in contemporary schooling contexts have not kept up with this change. In particular, there is extensive evidence that concerning numbers of socially and educationally marginalized students are rejected by, and themselves reject, mainstream schooling. As a result, in many jurisdictions alternative educational provision has been central to re-engaging young people and enabling their secondary school completion. Such provision includes “flexible,” “second-chance,” or “alternative” schools that, although not all the same, often have in common an inclusive and democratic approach to educating young people who have not been well served in mainstream schools. Rather than such alternative schools being seen only as a useful “stop-gap” measure for marginalized students, they offer a valuable opportunity to re-imagine education. Such sites demonstrate structural, relational, and curricular changes that enable a range of education and learning options. First, in terms of structures, practical support and wraparound services are central to removing or alleviating structural barriers and clearing a path for learning. Second, supportive relationships are significant in enhancing the quality of young people’s educational experiences and outcomes. In particular, connectedness and partnerships are key factors. Finally, a diverse curriculum is needed to facilitate an education that is meaningful and authentic, and builds the capabilities young people need in the 21st century. Initiatives aimed at speaking more meaningfully to young people who have traditionally been poorly served by schooling are at the core of many alternative schools, but they are also present in outstanding mainstream schools. These innovations offer inspiration for reform across all schools, for all students. Embedding such reform through broad systemic change in mainstream schooling is necessary to facilitate an education for all young people that is: meaningful in holistic ways, democratic and respectful, supportive and enabling, and equips them with the skills and knowledge to progress their hopes, dreams, and imagined futures.

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“…And it emphasizes that teachers can effectively support students through collaborative teaching and teamwork (Friend & Cook, 2013). Inclusive education also requires distinctive evaluation methods (Morton & Guerin, 2017). In addition, scholars believe that inclusive education should has Positive School Culture and Inclusive Values (Florian, 2014) and Parent and Community Involvement (Paseka & Schwab, 2020; Adams et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Principalship Experiences on Inclusive Education: A Systematic Review

Li,

Omar

2024

JSS

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Inclusive education has been attracting worldwide attention and governments as well as researchers around the world. The principals' role in embraking inclusive education spirit has become the forefront in education agenda. Therefore, this study explores and analyzes principals' experiences in building the capacity of inclusive education at myriad school settings using Systematic Literature Review (SLR) approach. This research reviewed 75 articles within the 2010 to 2023 publication years. The sources of database derived from WOS, SCOPUS, and ERIC. Selected articles were systematically reviewed and analyzed to understand the current trends on inclusive education at the school milieu. It will advance the growth of inclusive education and widen the research's vantage point on related topics.

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Sociocultural Perspectives on Curriculum, Pedagogy, and Assessment to Support Inclusive Education

Cited by 6 publications

References 0 publications

Demographic factors, partial social belonging and psychological resources associated with coping

Demographic factors, partial social belonging and psychological resources associated with coping

Learning From Alternative Schools to Enhance School Completion

Principalship Experiences on Inclusive Education: A Systematic Review

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