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1.
As important decisions are being made with regard to educational legislation, policy and provision for children with special educational needs (SEN), it is critical that the views of these key stakeholders are heard and considered. This article reports the perspectives of 38 children and young people with special educational needs on their schooling which formed part of a national review of the role of special schools and special classes in Ireland. Findings from the focus groups and individual interviews point to more favourable support for learning and social issues in special schools and special classes than in mainstream classes. Friendship is a recurrent theme in students' accounts and appears to mediate their enjoyment of school. The implications are considered with reference to research, policy and practice and the authors conclude that educators and policy makers should provide increased opportunities for students to play an active part in matters affecting them.  相似文献   

2.
International studies have raised concerns about the academic and social implications of inclusive policies on school engagement and successful learning and, in particular, on the ways in which friendships are formed between students with SEN and other students. This article stems from research findings which show that Irish children with special educational needs like school less than their peers without SEN in mainstream settings. Using data from a large scale longitudinal study of 8578 9-year-olds, this paper uses a child centred research approach to investigate why this is the case particularly when they are in receipt of supports. To do this, we focus on processes underlying their dislike of school such as their academic engagement and social/peer relations. We measure academic engagement by looking at their interest in the subjects mathematics and reading and the extent to which they complete their homework. We examine the social/peer relations of students with special educational needs by assessing the extent to which they report liking their teacher. Using the Strengths and Difficulties Questionnaire (SDQ) Scale and the Piers-Harris Self-Concept Scale we also examine the nature of peer relations among children with special educational needs in mainstream settings. Both academic engagement and social engagement play a central role in understanding the broader school engagement of children with special educational needs. By simultaneously examining the role of academic and social relations in shaping the engagement of children with SEN, the analysis provides a unique opportunity to fundamentally assess the barriers to true inclusion for children with special needs.  相似文献   

3.
Inclusive education has been introduced through a number of policy developments in Malaysia over the last 10 years but there is little research investigating the extent and nature of inclusive education for preschoolers with special educational needs (SEN). This study surveyed both regular and special education teachers in Malaysian integrated preschools asking them about the level and nature of inclusion taking place in their preschools and their perceptions and beliefs about inclusion. There was little evidence of practices of inclusion taking place. Both regular and special educators agreed that SEN should be educated alongside their peers in a school but were unlikely to agree that the SEN students should be in the same classroom. Factors identified as influencing inclusion included school culture, skills and competency, guidance and information, workload and students' disabilities. More guidelines and support are required for successful inclusion in Malaysian integrated preschools.  相似文献   

4.
The last decade has seen a groundswell of developments in educational policy in the UK relating to inclusive education for students with special educational needs (SEN). However, whether government policy has been fully implemented in schools remains a concern. The experience of students with autistic spectrum disorders (ASDs) provides an excellent case in point. An increasing number of such students are now educated in mainstream schools, but the limited research in this area has indicated that their experience of school is often marked by bullying, social isolation and anxiety. In light of this, the aim of the current study was to examine the extent to which inclusive educational policy was actually reflected in the practices of four mainstream secondary schools. An exploratory case study approach was adopted, utilising interviews with pupils, teachers, other school staff (e.g., senior managers, learning support assistants) and parents, observations of lessons and other contexts (e.g., lunch time), and document analysis. Our findings highlighted a number of school practices which acted as facilitators or barriers to students’ learning and participation, some of which were generic to SEN provision, and some of which appeared to be specific to those on the autistic spectrum. A discussion of these is presented to enable further understanding of, and inform practice relating to, the inclusion process for students with ASDs.  相似文献   

5.
Inclusive education of pupils with special educational needs (SEN) has become a global trend. However, a considerable number of studies have shown that mere enrolment in mainstream classrooms is not enough to support the social participation of pupils with SEN. These children are at risk of experiencing difficulties in their involvement with peers at school. Thus, the question arises of how social participation can be fostered in mainstream classrooms. A systematic review of 35 studies was conducted to investigate which interventions are effective in inclusive mainstream preschool and elementary classrooms. Teaching interaction strategies to typically developing pupils, group activities in the academic context (cooperative learning and peer-tutoring), support groups for pupils with SEN, and training paraprofessionals to facilitate social interactions, were found to improve the social participation of pupils with SEN in general education classrooms. Nevertheless, there is need for more intervention studies implementing a variety of strategies and including different groups of pupils with SEN.  相似文献   

6.
In this study, we sought to examine the perceptions of teachers and other school professionals towards the inclusion of secondary school students with special educational needs (SEN), and the associated factors. The Sentiments, Attitudes and Concerns about Inclusive Education Revised scale (SACIE-R) was completed by 131 teachers and school professionals from two mainstream secondary schools in Singapore. The findings revealed an overall neutral attitude towards inclusion. Together, confidence in teaching students with SEN, the level of training SEN support, as well as experience teaching students with SEN account for a large proportion of the variance in ratings of inclusive perceptions. Further analyses revealed that confidence in teaching or supporting students with SEN was found to be a significant predictor of inclusive perceptions. The findings suggest that schools seeking to engage in inclusive practices should focus on ways to develop the confidence of personnel to support students with SEN. Professional development and mentorship were suggested as possible avenues.  相似文献   

7.
Internationally and in Ireland, the adoption of inclusive education frameworks have been broadly welcomed, particularly by parents of children with special educational needs (SEN). Mainstreaming these children is generally viewed as positive primarily because of the social factors associated with attending mainstream schools for children with SEN. Despite this commonly held view, there is increasing evidence to show that children with SEN have difficulties participating in mainstream environments. Using data from the Growing Up in Ireland study of 8,578 nine year olds, this paper examines whether peer relations differ among typically developing students and students with different types of SEN. We focus on the quantity and quality of peer relations using data on the child’s number of friends and, using the Strengths and Difficulties Questionnaire, the quality of relations with their peers. These measures are examined by controlling for a range of individual, home and school-level factors simultaneously in a regression model. Our findings show that, all else being equal, students with SEN, particularly those with emotional and behavioural difficulties (EBD), are more likely to have fewer friends and experience negative peer relationships compared to their peers without any additional needs. Based on these findings, we argue that specific interventions may be needed to promote positive peer experiences for children with SEN in mainstream education.  相似文献   

8.
Students with special educational needs (SEN) are at an elevated risk of psychological and behavioural dysfunctions. In this study, we conducted a survey of parents of students with SEN in Hong Kong to examine the impact of two school practices – learning support and school climate – on the psychological and behavioural functioning (PBF) of students with SEN. We also examined the mediating effects of social participation and academic engagement. Questionnaires were distributed to 586 parents in 139 primary schools. The results of structural equation modelling (SEM) analysis show that perceived school climate has a direct effect on perceived PBF, while perceived learning support does not. Perceived learning support has two indirect effects on perceived PBF, with perceived academic engagement or social participation as a mediator. The findings have implications for the effective use of educational resources to support the inclusive education of students with SEN.  相似文献   

9.
Teachers' pedagogical knowledge is considered a prerequisite for effective teaching and is also expected to be relevant in highly diverse, inclusive classes. This study examines the social participation and academic achievement of children with and without special educational needs (SEN) due to emotional and behavioral (EBD) and learning (LD) difficulties and the importance of teachers' knowledge of these SEN. In 25 primary school classes with at least one child with SEN EBD (N1 = 421) and 40 classes with at least one child with SEN LD (N2 = 715), multilevel analyses revealed poorer performance of students with SEN. Students with SEN EBD also felt less integrated than their peers without SEN. Teachers' EBD knowledge was positively related to every student’s social participation and academic achievement, but teachers’ LD knowledge was unrelated. The results underscore the importance of teacher knowledge for student outcomes in classes with students with SEN.  相似文献   

10.
This study explored the benefits of using preferred interests to model social skills in a peer-mentored environment for students with special educational needs (SEN). Research suggests that in order for true inclusion to take place, students must participate socially with their peers, outside the classroom space. However, funding and availability of resources are the main barriers to inclusion being fully implemented in Irish schools. This research sought to assess how a peer-mentored social skills club could facilitate an inexpensive approach of including students with SEN, outside the classroom. The group agreed on a technology-based club. Senior students were encouraged to take a lead role in the organisation and participation of the group and to support junior students via modelling of good social and leadership skills. Results revealed that students with SEN reported that a social group facilitated them to make new friendships while also allowing them to develop their social skills. The findings suggest that the addition of a student without an SEN, who took a lead role in this group, had a positive effect on this club and facilitated the inclusion of students with SEN into the wider school environment.  相似文献   

11.
Achieving equality remains a major challenge in schools globally. In Hong Kong, the current education policy has a core value that all students have the right to learn. Policy-makers and school personnel are struggling to find ways of catering for diverse learning needs in schools. Early in 2006, a self-initiated inclusive educational project has linked one mainstream school and a special school. Their project can be seen as a pioneer in the field of education, for it provides concrete recommendations to other education practitioners on initiating whole-school participation and joint-school partnerships, integrating such collaborations into the culture of the school, and encouraging teachers committed to student voice and engagement. This article records the qualitative case study comprising the teachers' self reports to demonstrate how teachers re-shaped their perceptions, beliefs and behaviours as they developed and implemented a school-based inclusion project. It is expected that the findings of this study will assist educators to further understand present challenges in the school system regarding managing diversity and attaining inclusive education goals. In particular, local schools are now facing the challenge to implement inclusive education.  相似文献   

12.
Previous studies pointed out that dealing with difficult behaviour is perceived by teachers as a major challenge in inclusive settings. However, research on the students' perception of the classroom behavioural climate (CBC) is rare. Therefore, this study aims to examine students’ perceptions of CBC and to identify predictors of CBC as well as associated variables. The sample consists of 650 German students from secondary schools (5th-9th grade) of whom 83 students are diagnosed with special educational needs (SEN). CBC was measured via four subscales (‘students’ possibilities to study and concentrating on teaching’, ‘disruptive behaviour’, ‘physical and psychological safety’ and ‘caring for the physical environment’). Results show significant differences in students’ perceptions of CBC between students from different school tracks. Furthermore, gender (being male) and SEN (having a) predict the perception of ‘physical and psychological safety’. Additionally, social inclusion, emotional experience as well as teacher support and care are associated with CBC. Accordingly, a positive CBC is important for the successful implementation of inclusive education: while diversity in classrooms is a challenge for behavioural climate, poor behavioural climate may also pose specific barriers to learning for some students with SEN and thus is a general challenge for equity in inclusive classrooms.  相似文献   

13.
Background:?Recent government initiatives in Hong Kong have focused on raising the participation of students from South Asian backgrounds in mainstream schools, to encourage their further integration into Hong Kong's educational system and society. These students' learning in mainstream schools takes place within the context of the central curriculum and, thus, students face the challenge of learning Chinese as an additional language. Mainstream schools sometimes provide additional support, including the provision of bilingual teaching assistants to address the specific needs of the students from South Asian backgrounds.

Purpose:?This exploratory study aims to investigate the roles of bilingual teaching assistants in Hong Kong.

Method:?Interviews were held with two bilingual teaching assistants from the South Asian community in Hong Kong who were working in a mainstream secondary school. Teachers from the school were also interviewed. Open-ended interview questions focused on perceptions of the roles and responsibilities of bilingual teaching assistants in Chinese-language-medium classes. The data were analysed to identify any emergent patterns and themes.

Findings:?The research findings indicate that the bilingual teaching assistants from the South Asian community not only took on the role of helping the learners from South Asian backgrounds in Chinese language acquisition, but also acted as cultural mediators between mainstream school culture and the culture of the South Asian community in Hong Kong.

Conclusions:?This small-scale exploratory research study suggests the importance of the role of bilingual teaching assistants in promoting equal access to quality education for ethnic minorities in Hong Kong.  相似文献   

14.
Co‐teaching has gained considerable interest as a service delivery model for promoting the inclusion of students with special educational needs (SEN) in mainstream classrooms. This study examines whether co‐teaching has an effect on the teaching experiences of 12 students with autism spectrum disorder (ASD) and 10 students with intellectual disability (ID) as compared with the experiences of the same students in non‐co‐taught classes. We implemented 264 structured observations in 22 classes to identify students with SEN grouping arrangements, level of engagement, interactions with teachers and peers, and the nature of the interactions. We also conducted 44 structured interviews with co‐teachers to compound their perceptions with our observations. Observational results indicate that co‐teaching has a strong effect on students' with SEN level of engagement and on the nature of interactions. The grouping arrangements for these students and their interactions with teachers and peers were slightly different between co‐taught and non‐co‐taught classes. More statistically significant differences were identified between the two conditions for students with ASD than for students with ID. Also, co‐teachers reported that co‐teaching had a positive effect on students with SEN in all researched variables. Our study concludes that co‐teaching has some positive effect on the teaching experiences of students with SEN; nevertheless, there is still scope for improving the employment of co‐teaching in Greek mainstream classrooms. Implications of these findings for current practice are discussed.  相似文献   

15.
Abstract

This case study examines the experiences of a student who was excluded twice from a mainstream school while preparing for GCSE examinations. The authors are the student and his aunt. The exclusions were for an indefinite period and were triggered as a result of the school's inability to respond adequately to recurring epileptic seizures. The student, who has Asperger syndrome and a statement of special educational needs, had not broken any disciplinary code. Teachers' understanding of the label ‘special educational needs’ is questioned. The SEN and Disability Act 2001 has far-reaching implications for school ethos and culture. Schools' failure to anticipate the needs of students with disabilities or SEN may well lead to unlawful discrimination. Inclusive schools will need to recognize that in meeting students' individual needs the institution itself may need to change. Barriers to genuine parent partnership in education must be overcome, and children's participation rights, as confirmed in the UN Convention on the Rights of the Child, must be respected.  相似文献   

16.
The present study investigated a schools partnership program that has achieved an unusually high level of reintegration of children with Special Educational Needs (SEN) from a special school to neighbourhood mainstream schools. The study explores, through a qualitative methodology, the perspectives of mainstream and special school staff. Factors that were barriers and facilitators in successful inclusion are identified and a measure of social inclusion completed by peers is used to validate the perceptions of staff regarding the success of the children’s social inclusion. The article concludes by considering a model of special school–mainstream school partnerships in promoting inclusion, developed from the factors identified.  相似文献   

17.
ABSTRACT

Previous research has focused on inclusive classroom practices in mainstream primary schools but little is documented regarding practices in multi-grade classrooms. The purpose of this paper was to report mainstream primary teachers’ perceptions of multi-grade classroom grouping practices to support inclusive education specifically for students with special educational needs (SEN). The findings indicated that despite the difficulty of covering the curricula of the various grades, multi-grade teachers reported the implementation of flexible grouping practices (ability, mixed ability, social) for academic or social reasons. However, the tension between meeting the needs of the grade groups and the individual student with SEN were apparent, with some practices documented not necessarily inclusive. The importance of using appropriate grouping practices to enable teachers to include all students, thereby avoiding potentially negative effects of treating some students differently was emphasised.  相似文献   

18.
Research within the context of inclusive education is strongly focused on the investigation of students’ special educational needs (SEN). However, a broader understanding of inclusion requires consideration of other factors that may compromise inclusion, especially when it comes to social participation. This study investigates the social participation of 512 students from Austrian secondary mainstream schools. Aside from students’ SEN, their migration biography, gender and socio-economic status (SES) were also considered. Students’ social participation was measured using peer nominations and peer status. The results indicate that, apart from students with SEN, those with a migration biography and low SES are at risk of low social participation. Amongst the popular students, those with SEN were significantly underrepresented. Regarding peer nominations, students with SEN received less positive and more negative nominations compared to those without SEN. Similar effects for negative nominations were found for students with migration biography and extreme SES. The results suggest that being at risk of low social participation is not only a problem for students with SEN but also a problem for those belonging to minority groups. In terms of research and practical implications (e.g., prevention of the negative outcomes of low social participation), the results of the current study suggest considering student diversity in a broader sense. Furthermore, students from other minority groups, such as those with a migration biography or students from low socio-economic status backgrounds (SES), are likely to suffer from social exclusion.  相似文献   

19.
This paper is based on research investigating Hong Kong Chinese teachers' and students' perceptions of junior secondary students' concerns and of the causes of students' difficulties. Responses from 2,045 secondary students and 214 teachers revealed that both students and teachers had similar systems of beliefs about students' concerns and the causes of students' difficulties. As dimensions of most students' concerns, both groups referred to study and educational future; friendship; physical appearance; relationships at home, with peers and at school; and psychological well-being and maladjusted behaviour. Both groups in various degrees attributed students' difficulties to students themselves, the family, school or peers. Employing Moscovici's theory of social representation as a conceptual framework, the findings illustrated that students' concerns and causal attribution are social representations shared by both student and teacher groups. Mismatch between students' and teachers' perceptions was more a divergence of views than a disparity. Students' and teachers' different social identities and their protection of group self-esteem are offered as an explanation for the mismatch in perception.  相似文献   

20.
ABSTRACT

Flexible Learning Options (FLOs) attempt to enable secondary school completion by young people for whom ‘mainstream’ schooling has not worked well. Despite their proliferation and the increased research attention to understanding the mechanisms at work within such programmes, quantitative methods have not been utilised to compare participants’ perceptions of the learning environments of FLOs and mainstream schools. This study describes the development and application of a quantitative instrument to assess re-engaged Australian students’ perceptions of an FLO relative to their previous (mainstream) schools. Findings indicate that, on average, young people rate the learning environment more highly at the FLO than at the mainstream school from which they disengaged, indicating that the learning environment of the FLO aligns more closely with the needs of its student cohort. However, bimodal results for some instrument items highlight that the learning environment is influential, but not necessarily a precondition of school disengagement or re-engagement. Implications of this study are considered, with attention to the complexities that mainstream schools and FLOs negotiate in creating effective learning environments for diverse young people.  相似文献   

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