Exploring Inclusive Practices in Primary Schools: Focusing on Children's Voices

Autor/inn/en	Adderley, Rebecca J.; Hope, Max A.; Hughes, Gill C.; Jones, Lisa; Messiou, Kyriaki; Shaw, Patricia A.
Titel	Exploring Inclusive Practices in Primary Schools: Focusing on Children's Voices
Quelle	In: European Journal of Special Needs Education, 30 (2015) 1, S.106-121 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2014.964580
Schlagwörter	Inclusion; Educational Practices; Elementary Education; Childhood Attitudes; Interviews; Participatory Research; Focus Groups; Student Experience; Interpersonal Relationship; Social Justice; Teacher Behavior; Accessibility (for Disabled); Qualitative Research; Alienation; Classroom Environment; Elementary School Students; Foreign Countries; United Kingdom (England) + Suchen Sie Ihr Suchwort? Inklusion; Bildungspraxis; Elementarunterricht; Interviewing; Interviewtechnik; Forschungstätigkeit; Studienerfahrung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Soziale Gerechtigkeit; Teacher behaviour; Lehrerverhalten; Accessibility; Zugänglichkeit; Qualitative Forschung; Entfremdung; Klassenklima; Unterrichtsklima; Ausland
Abstract	This paper reports a small-scale research project which took place in one primary school in the north-east of England. The study aimed to listen to children's views about how the practices of teachers helped and/or hindered their sense of inclusion in classrooms. Inclusion was understood here in a broad sense rather than specifically relating to children with special educational needs. Participatory research tools were used as part of group interviews with children from three different year groups. Even though the children were mostly happy with their school experience, it was noticeable that there were some areas for concern for some children that related to four interconnecting themes: unfairness, shouting, loneliness and seating plans. All of these themes seemed to be connected with children's interpersonal relationships - with teachers and with each other - and can be seen as crucial in terms of understanding inclusion in schools and further developing existing practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10