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1.
Current policies at both the state and national levels emphasise the need for increased attention to teaching children with special needs and more extensive school‐based experience in teacher education courses. This paper reports an in‐school experience which was an integral part of an on‐campus subject that focused upon teaching children with special needs. It also addressed a range of issues currently of concern in pre‐service teacher education, including the nature of the in‐school experience, managing the needs of children with learning difficulties in an integrated classroom, overcoming the socialising effect of block practice teaching, reinforcing the relevance of campus‐based subjects, maintaining a balance between the formal teaching expectations and the nurturing roles of teachers, providing teacher educators with recent and relevant in‐school experience, and producing reflective teachers with an understanding and appreciation of the ‘art’ and the ‘science’ of teaching. 相似文献
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ABSTRACTThe overall aim of this study is to explore how individual children with long-term school difficulties follow unique ‘trajectories of participation’ in special educational needs settings, sometimes in unexpected ways, and how this contributes to alternative forms of identification and processes of learning. The data draws on long-term video-ethnographic work, tracing trajectories of participation during the course of a school year for an individual girl with an ADHD diagnosis who is a newcomer to a special support school in Sweden. We use a multi-layered theoretical and methodological framework to learning, identities and participation as situated practices to explore how the focal girl, through her everyday participation in classroom contexts structured to amplify the student’s capabilities, gradually moves from an ‘unwilling student’ to an ‘agentive learner’. Through a multimodal interactional analysis, we demonstrate how the focal girl’s actions and the teacher’s scaffolding responses are interactionally organised, and the emotional and relational dimensions in the creation of participation frameworks for learning. It is argued that the student’s agency and emerging emotional engagement in school-based learning are intimately linked to the pursuit of building long-term learning relationships based on mutual trust. 相似文献
3.
Chrissie Rogers 《British Journal of Sociology of Education》2007,28(1):55-68
This paper focuses on the experiences of British parents who have children identified with ‘special education needs’ within mainstream education. Expectations of mainstream education can have a negative affect on parents when a child is unable to maintain his or her education within a mainstream school. In England and Wales, ‘inclusion’ within mainstream schools is implemented by the current government and promoted as anti‐exclusionary. However, current research indicates that actual ‘inclusion’ (the child experiencing inclusion as well as being placed in a mainstream environment) is not necessarily occurring in practice. As it stands, the conflict is between desires to embrace difference based on a philosophy of ‘equal rights’ (‘inclusive’ education) and prioritising educational performance, structuring it in such a way that it leaves little room for difference and creativity due to the highly structured testing and examination culture. Qualitative analysis of parents who have children identified with special educational needs indicate that they have hopes and expectations for their children. These hopes and expectations are challenged recurrently. 相似文献
4.
Elizabeth Burn 《International Journal of Inclusive Education》2013,17(1):85-92
This paper explores the told story of a white working-class woman still teaching in an innercity primary school in the UK. Issues of her continuing exclusion despite early career success demonstrate how social class bias can operate within the UK education system in a variety of ways. Her story is set in the context of new EAZ, the appointment of ‘superheads’ to failing schools and other government initiatives aimed at improving the education of children from lower socio-economic backgrounds. Jenny is from this background herself and finds the cost of trying to maintain and celebrate her class identity very high—she describes it as a ‘constant battle’. Her voice responds to Maguire's exploration of how Teacher Education in the UK reaffirms the middle-class ‘promise’ of becoming a teacher by both denying and disowning working-class cultures. This paper calls for more extensive research into the lived reality of difference when students from non-traditional backgrounds attempt to enter the profession and teach within it. 相似文献
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Susanne Schwab Tanja Wimberger Christoforos Mamas 《International Journal of Disability, Development & Education》2019,66(3):325-342
ABSTRACTResearch indicates that children with hearing impairment are at higher risk regarding their social participation in school compared to their hearing peers. The purpose of this study was to investigate the social participation of 7th Grade students with hearing impairment in inclusive classrooms. Data from 62 7th Grade students across three classrooms and teachers were collected via paper-and-pencil questionnaires and from regular and special needs teachers via interviews. Results from the single case studies in three classrooms indicate that students with hearing impairment feel less socially integrated and less accepted by their peers. They do, however, interact more with other students with special needs and most students with hearing impairment have friends in their class. Teachers evaluated social integration, acceptance, interaction and friendships of their students with hearing impairment as average or as above average. The teachers’ evaluations only partly correspond to the self-perceptions of the students. Factors that either promote or hinder participation on an institutional, teacher, teaching and student level were exposed, which may have important practice and policy implications. 相似文献
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AbstractThis paper reports the experiences of staff, parents, governors and students at a secondary free school in the West Midlands of England in relation to the inclusion of students with special educational needs (SEN). The paper is based on a qualitative research project carried out at a school that opened in 2015, with the explicit aim of examining the extent to which it developed as an inclusive school, particularly for children with SEN. In the paper, we draw on the classic distinction between ‘education’ and ‘schooling’ to identify tensions and overlaps between process and outcome oriented practices and examine the views of different stakeholders on how such practices impact on inclusion. By focusing on the day-to-day practices of the school and linking them to broader notions of schooling and education, we provide a complementary perspective on the current research on free schools, which is overwhelmingly quantitative and focused on admissions. 相似文献
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CAROL WOLSTENHOLME 《Support for Learning》2008,23(4):208-211
This article describes the experiences of a student who undertakes a period of intensive research for a doctorate whilst still being employed as a teacher working with children with special educational needs. Carol Wolstenholme gives an ‘insider glimpse’ into the challenges and opportunities presented to her as a teacher‐researcher and offers readers a personalised reflection on both her chosen research topic and the process of obtaining an advanced qualification in special educational needs. 相似文献
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Andrew Clapham 《Cambridge Journal of Education》2015,45(2):265-280
Sir Michael Wilshaw, the head of the Office for Standards in Education (OfSTED), declared a ‘new wave’ of Local Area Under-performance Inspections (LAUI) of schools ‘denying children the standard of education they deserve’. This paper examines how the threat of LAUI played out over three mathematics lessons taught by a teacher in her first year in the profession. A Foucauldian approach is mobilised with regard to disciplinary power and ‘docile bodies’. The paper argues that, in the case in point, LAUI was a tool mediating performative conditions and, ultimately, the docile body. The paper will be of concern to policy sociologists, teachers, school leaders, and those interested in school inspection. 相似文献
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Abstract This paper describes the use of the educational adventure game ‘Granny's Garden’ with a group of children with severe learning difficulties in a special school in Berkshire, England. Strategies used to introduce the package into one classroom are described. The outcomes and effectiveness of these strategies are outlined. It is argued that the use of such materials (already well documented in mainstream education) within the developmental curriculum appears to be validated. It is suggested that the use of mainstream software may help children with learning difficulties by replacing teacher expectations associated with ‘handicap’ with expectations relating to ‘normality’. Some curricular and wider issues are discussed. 相似文献
10.
Meghan Stacey 《Teachers and Teaching》2013,19(4):404-417
ABSTRACTThis article presents evidence from across the segregated secondary school system in NSW, Australia, through the close analysis of three cases of teachers’ work in contrasting schooling contexts. Through this comparative approach, the relationship between school context and the work of the early career teacher is foregrounded, troubling views of teaching as reflecting a certain kind of life cycle in which early career teachers in particular are seen to be subject to pressures such as stress and burnout. In contrast, I argue that specificities of context, exacerbated by a market-based policy approach which has driven greater levels of differentiation between schools, have particular consequences for teachers, both in the nature and scale of the challenges with which they are faced. In demonstrating how teachers’ work is affected by context, I also speak back against recent, often ill-defined discourses of ‘classroom readiness’ and ‘teacher quality’, which emphasise the roles of teachers and teacher educators rather the systems within which they work. 相似文献
11.
Tony Sewell 《Emotional and Behavioural Difficulties》2013,18(3):167-185
Abstract This article argues that because of the practice in the 1960s of placing black children in so-called ‘educational subnormal’ units there is now a reluctance to look at the speci?c needs of African Caribbean children. The post-Warnock politics of integration/inclusion following this period point to the ‘institutional racism’ of schools and white teachers to explain poor exam results. This article argues that in the current political climate which prioritizes ‘inclusion’ we should not patronize the black child. There is a need to position the factors of oppression equally with other factors of underachievement; to re-employ psychological, behavioural and educational tools as well as to deconstruct school processes and teacher attitudes; and to consider psychosocial factors related to underachievement without forgetting the reality of institutional racism. The article illustrates a research project that looks at the pastoral needs of African Caribbean children. It points to these needs as the key variable in unlocking their underachievement at school. 相似文献
12.
Faryal Khan 《欧洲特需教育杂志》2013,28(1):98-111
ABSTRACT This paper presents an overview of the present educational system and structures in Pakistan. Historical developments in special education are reviewed, and legislation, policy, administration and organization at the national, regional and local levels are described. Efforts are under way in Pakistan to move away from the dual system of education, in which children with special educational needs receive educational services in special schools, towards an inclusive school system. Initiatives to mainstream children are being launched in pilot projects, and efforts are being made to build linkages between special and regular schools. Under the term ‘special needs education’, the trend is to shift the focus from disability categories towards building the capacity of the schools and providing needed support services. It is envisioned that the first step in promoting inclusion is to consolidate the dual administrative structure into a single system, with a clearly defined policy and plan for accommodating children with special needs within ordinary schools. 相似文献
13.
Preparing to transition to secondary education: perceptions of Dutch pupils with migrant backgrounds
Rosa G. Rodrigues Ton Notten Sabine E. Severiens 《Educational research; a review for teachers and all concerned with progress in education》2018,60(2):222-240
Background: The transition from primary school to secondary school is a crucial period of time for children and this may be especially the case for pupils with migrant backgrounds. While there has been considerable research on the transition from primary to secondary school, more needs to be known specifically about the experiences of this group of pupils during their final year of primary school, as they prepare for their transition to secondary school. Purpose: The study investigated how Dutch children with migrant backgrounds in their final year of primary school perceive the preparatory process for the transition to secondary school. In particular, we were interested in who the children felt were the important ‘actors’ (e.g. pupils, parents, teachers and others) in the preparatory process. Sample: We collected data from 76 primary school pupils from three schools in an urban city in the Netherlands. The sample included pupils who, according to the Dutch system, were preparing to follow an academic pathway (i.e. the tracks known in this system as ‘HAVO’ or ‘VWO’) and those who were preparing to follow a vocational pathway (i.e. the track known as ‘VMBO’) in secondary education. Design and methods: We used photo elicitation (N = 76) and also conducted semi-structured interviews with a subsample of the pupils (N = 25) to examine the roles of the important actors in the preparatory process. Data were analysed qualitatively; responses were coded and underwent pattern analysis in order to identify and describe repeating structures in the data. Data were grouped according to whether the pupils received school recommendations for an academic track or a vocational track. Results: Findings suggested that the pupils perceived the most important actors to be the pupil, the classroom teacher and the parents. Both teachers and parents were considered valuable resources for pupils in the preparatory process. Patterns representing the participants’ perceptions of the roles of three actors – namely, (1) the child, (2) the classroom teacher and (3) the parents, were identified. Six patterns were identified with respect to the child, four with respect to the classroom teacher and two with respect to the parents. For some patterns, it was apparent that the responses of children in the vocational group and the academic group had different emphases. Conclusions: The study highlights the importance for teachers and parents of children in their final year of primary school to be aware of the pupils’ perceptions of and feelings about their preparation for secondary school, so as to be in the best position to support them collaboratively. 相似文献
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There has been an increasing focus in policy and practice on adopting inclusive pedagogy as a way of reconceptualising how schools work with children with special educational needs (SEN). The paper considers the split between knowledge and pedagogy inherent in some dominant strains of inclusive pedagogy. Drawing on the ‘knowledge turn’ in curriculum studies, we argue that although an analytical distinction between knowledge and pedagogy may be useful, too strong a delineation between the two fails to best serve the needs of children with special needs. Specific implications for teacher education in relation to SEN in England are considered. 相似文献
16.
Mary R. Coakley-Fields 《International Journal of Inclusive Education》2013,17(3):245-260
ABSTRACTElementary school teachers are expected to teach reading ‘inclusively’ to children with diverse learning needs. Yet, teachers face challenges in enacting inclusive practices that socially support children while academically engaging and challenging them. The purpose of this study was to examine the opportunities for engagement with reading produced through a teacher’s talk in one ‘inclusive’ fourth grade classroom’. The setting for the study was a pre-K-5 public school located in a high-poverty neighbourhood of a northeast city of the United States. This study combined ethnographic methods and D/discourse analysis to explore classroom talk about reading through a sociocultural lens. Findings indicated that the teacher’s talk, which was largely shaped by dominant cultural Discourses circulating through policy, curriculum and the school environment, sometimes promoted an ableist ideology through its focus on each individual’s independent development of ‘strength’ as a reader. Moments when ableist language about reading dominated during the Reading Workshop seemed to limit the possibilities for students’ participation in reading and ideas of what counted as successful reading. The findings suggest the need to engage K-12 students, teachers, and teacher candidates in critical conversations about issues related to reading and learning such as strength, struggle, purposes for reading, and assessment. 相似文献
17.
Kay Livingston 《European Journal of Education》2014,49(2):218-232
The pace of change in today's society means that there is an ongoing need for teachers to learn, have new knowledge and use new pedagogical approaches to meet the needs of their pupils. For many teachers, this requires redefining their identity as teachers and what ‘teaching’ means in 21st century learning environments. These changes also require teachers to be supported in learning to ‘teach’ in different ways that are relevant to their own individual needs and to the contexts in which they work throughout their career. In this article, it is argued that a more integrated and collaborative approach to teacher education is needed with better understanding of those who take up the roles of teacher educator across a teacher's career. With a particular emphasis on ‘teacher educators’ working in school to support teachers' career-long professional learning it is argued that currently many do not recognise themselves as teacher educators nor are they recognised by those they work with as teacher educators. Drawing on an empirical study carried out with mentors in schools in Scotland, it is suggested that these teacher educators may be ‘unrecognised’ and remain ‘hidden professionals’ because of the identities they construct for themselves, the values and priorities that they or others attach to their roles or because of the institutional structures and cultures in which they work. It is concluded that it will be difficult to recognise and value these ‘hidden teacher educators’ and the distinctive contribution they can make to teachers' career-long professional learning without further clarification by them and others of the roles and responsibilities they hold. 相似文献
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Despite dramatic changes in Irish special education policy during the last decade, there is little understanding of the factors influencing how special educational needs (SEN) are identified and whether identification varies across different school contexts. International research has tended to focus on how individual child characteristics influence SEN identification. Less attention has been given to other factors such as teacher characteristics or school social mix. Using data from the nine-year-old cohort of the Growing Up in Ireland study, this article examines which children are most likely to be identified with different SEN types taking into account student social background characteristics, teacher characteristics and school social mix. Findings show that children attending highly disadvantaged school contexts are far more likely to be identified with behavioural problems and less likely to be identified with learning disabilities than children with similar characteristics attending other schools. It seems that ‘behavioural’ issues take precedence over learning difficulties in these schools pointing to a culture of care/containment rather than academic progress. 相似文献
20.
This study examines the experience of national teacher assessment in a sample of inner‐city infant schools. In particular, it addresses the conduct of teacher assessment in the three core curriculum areas of English, mathematics and science, and modifications made for children with English as a second language and those with special educational needs. Two distinct approaches to teacher assessment emerged, with integration into classroom activities occurring in some cases, but frequently separate ‘bolt‐on’ activities being carried out. It is interesting to note that almost all the teachers used two or three standard assessment tasks instead of continuous teacher assessment to assess children’ s attainment. Teachers consistently saw time as a vital ingredient for meeting the needs of children with ‘additional educational needs’ in relation to teacher assessment. The findings are discussed in the context of recent policy developments and in terms of theoretical models of teachers’ approaches to assessment. 相似文献