The climate of inclusive classrooms: the pupil perspective

Tetler, Susan; Baltzer, Kirsten

doi:10.1080/14748460.2011.616326

Cited by 26 publications

(21 citation statements)

References 22 publications

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“…Children's perceptions of the classroom climate were assessed using the Climate of Inclusive Classrooms questionnaire (Tetler & Baltzer, ). This instrument can be used to assess the climate in primary educational settings.…”

Section: Methodsmentioning

confidence: 99%

“…Apart from individual characteristics, the present authors asked for the children's opinion about their classroom climate. Additionally, children were assessed on their emotional and social integration with school and peers, as well as their motivation to learn.Children's perceptions of the classroom climate were assessed using the Climate of Inclusive Classrooms questionnaire(Tetler & Baltzer, 2011). This instrument can be used to assess the climate inprimary educational settings.…”

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confidence: 99%

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Theory of mind development in school environment: A case of children with mild intellectual disability learning in inclusive and special education classrooms

Smogorzewska

Szumski

Grygiel

2019

Research Intellect Disabil

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Background This longitudinal study examines the extent to which a school classroom (inclusive vs. special education) is meaningful for theory of mind (ToM) development among children with mild intellectual disability. Materials and Methods The participant group consisted of 166 primary school‐aged children (M = 8.1, SD = 0.99), 79 of whom attended inclusive classrooms; the remaining 87 were in special education classrooms. Results Although all children developed ToM over time, children's learning of ToM in inclusive classrooms was significantly greater than that seen in special classrooms. The difference remained significant after controlling for age. The present authors have compared children's individual and family characteristics, but there were almost no differences between groups. Conclusions The present authors discuss the results in the light of their importance for children's cognitive and social development. The implications for children's education are also considered.

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Section: Methodsmentioning

confidence: 99%

mentioning

confidence: 99%

Theory of mind development in school environment: A case of children with mild intellectual disability learning in inclusive and special education classrooms

Smogorzewska

Szumski

Grygiel

2019

Research Intellect Disabil

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“…Norwich and Kelly (2003) studied children's views on inclusion and concluded that taking account of children's perspectives can inform policy and practice. Tetler and Baltzer (2011) carried out research on the climate of inclusive classrooms seen from the children's perspective. Based on 14 interviews, their research found that involving children in the planning and evaluation of teaching supported their autonomy and engagement.…”

Section: The Field Of Research: Inclusive Education and Pupils' Perspmentioning

confidence: 99%

Student-teacher dialogue for lesson planning: inclusion in the context of national policy and local culture

Hedegaard-Soerensen¹,

Grumloese

2020

Nordic Journal of Studies in Educational Policy

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This paper reports on the findings of an Erasmus project entitled 'ReHaRe' (Reaching the Hard to Reach). The aim of this project is to develop more inclusive learning environments. The project adopts an action research approach and gives school pupils a role as researchers who plan, evaluate and develop lesson plans in collaboration with their teachers. The paper describes the way in which this collaboration can increase the degree to which pupils participate in the planning of their teaching, including pupils who are normally regarded as being hard to reach. However, this action research approach also generates ethical dilemmas, especially when children are at the centre of inquiry. Equal partnerships in research (in this case teacher-pupil equality) require reflection on the underlying ideas of the teacher-pupil relation and an awareness of how these ideas affect collaboration, especially when teachers insist on maintaining their dominant role over pupils. The paper concludes that inclusive inquirywhich was the approach taken in this projectcan expand participatory opportunities for children who are otherwise regarded as being on the margins of the education system. However, successful inclusive research also requires an understanding of the role of local professional cultures at schools.

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“…By one hand, students identify the academic but also the social dimensions of schools as important aspects of positive school social climate (Tetler & Baltzer, 2011). By another hand, the importance of the teachers role in identifying and reporting deficits and needs in students socioemotional functioning is been increasingly acknowledged (Lundervold, Posserud, Ullebo, Sorensen, & Gillberg, 2011).…”

Section: Teachers' Perceptions Of Schooling Socio-emotional Needsmentioning

confidence: 99%

Development and evaluation of psychometric properties of an inventory of teachers' perceptions on socio-emotional needs

Moreira

Pinheiro

Gomes

et al. 2013

Psicol. Reflex. Crit.

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The objective of this study was to evaluate the psychometric properties of an assessment instrument on teachers' perceptions regarding the development of socio-emotional skills. Results revealed a consistent four-factor structure (School/teachers' needs for socio-emotional skills promotion; Needs regarding teaching-learning process; Difficulties in dealing with students' socio-emotional deficits, Socio-emotional needs related to teacher's initial training) with internal consistency values above .79. Confirmatory analyses revealed a good fit of the model to the data. Teachers reported having more needs at the school/ teachers conditions for the promotion of social and emotional needs, and less needs at the level of their Teachers' initial training. The instrument also showed to be sensitive in capturing teachers' perception of schooling social and emotional needs in terms of teachers' gender, pedagogic group and school level. Keywords: Instrument development, teachers perceptions, social and emotional skills, social and emotional learning. ResumoO objectivo deste estudo foi avaliar as características psicométricas de um instrumento de avaliação das percepções dos professores acerca das suas necessidades na promoção das competências sociais e emocionais. Os resultados revelaram uma estrutura de quatro factores (Necessidades ao nível da escola/ professor, necessidades ao nível do processo de ensino-aprendizagem, Dificuldades em lidar com défices sócio-emocionais dos alunos e Necessidades ao nível da formação inicial), com valores de consistência interna acima de 0,79. As análises confirmatórias revelaram bom ajustamento do modelo aos dados. Os professores revelaram sentir maiores dificuldades ao nível das condições da escola/ professores e menores ao nível da formação inicial. O instrumento revelou-se também sensível às diferenças de percepções em termos do género, grupo pedagógico, e nível de ensino. Palavras-chave: Desenvolvimento de instrumento, percepção dos professores, competências sociais e emocionais, aprendizagem sócio-emocional.

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The climate of inclusive classrooms: the pupil perspective

Cited by 26 publications

References 22 publications

Theory of mind development in school environment: A case of children with mild intellectual disability learning in inclusive and special education classrooms

Theory of mind development in school environment: A case of children with mild intellectual disability learning in inclusive and special education classrooms

Student-teacher dialogue for lesson planning: inclusion in the context of national policy and local culture

Development and evaluation of psychometric properties of an inventory of teachers' perceptions on socio-emotional needs

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