Students' Engaging School Experiences: A Precondition for Functional Inclusive Practice

Autor/inn/en	Palmgren, Marina Helena; Pyhältö, Kirsi; Soini, Tiina; Pietarinen, Janne
Titel	Students' Engaging School Experiences: A Precondition for Functional Inclusive Practice
Quelle	In: International Journal of Whole Schooling, 13 (2017) 1, S.26-49 (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1710-2146
Schlagwörter	Foreign Countries; Special Education; Inclusion; Equal Education; Grade 7; Student Experience; Critical Incidents Method; Student School Relationship; Disabilities; Learner Engagement; Social Environment; Attendance; Emotional Response; Well Being; Middle School Students; Questionnaires; Student Attitudes; Trend Analysis; General Education; Peer Relationship; Interaction; Teacher Student Relationship; Statistical Analysis; Finland + Suchen Sie Ihr Suchwort? Ausland; Special needs education; Sonderpädagogik; Sonderschulwesen; Inklusion; School year 07; 7. Schuljahr; Schuljahr 07; Studienerfahrung; Schüler-Lehrer-Beziehung; Handicap; Behinderung; Soziales Umfeld; Anwesenheit; Emotionales Verhalten; Well-being; Wellness; Wohlbefinden; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Fragebogen; Schülerverhalten; Trendanalyse; Allgemein bildendes Schulwesen; Allgemeinbildung; Peer-Beziehungen; Interaktion; Teacher student relationships; Lehrer-Schüler-Beziehung; Statistische Analyse; Finnland
Abstract	Basic education strives to provide an equal education for all students, whether the students attend regular or special education. In this study, we explore seventh grade comprehensive school students' (N = 119) experiences of engaging and disengaging events at school and the points at which these events occur in their school career. The students represent Finland-Swedish-speaking students in Finland, and 95 of the participants attend general education, while 24 students have received special educational services. Two aspects of the students' school experiences were empirically examined: (1) determining the point in the students' school career at which critical incidents occur and (2) identifying the primary contexts of critical incidents. The results show that critical incidents occurred during the students' entire school career with an increase in sixth grade. Students perceived peer interaction as being the most positive as well as the most problematic part of their school career. In conclusion, both students in regular education and students receiving special educational services experienced the sense of belonging as an inclusive school experience in their learning path. Results indicated that no differences in experiences that were found between general education students and students who received special educational services. Implications for research and practice are discussed. (As Provided).
Anmerkungen	Whole Schooling Consortium. Available from: Concordia University College of Alberta. 7128 Ada Boulevard, Edmonton, AB T5B 4E4, Canada. e-mail: wholeschooling@twmi.rr.com; Web site: http://www.wholeschooling.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01