Belonging as a Pathway to Inclusive: An Inquiry into Supporting Inclusive Practice in Secondary Schools

Autor/in	Ellery, Tracey
Titel	Belonging as a Pathway to Inclusive: An Inquiry into Supporting Inclusive Practice in Secondary Schools
Quelle	In: Kairaranga, 20 (2019) 2, S.52-62 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1175-9232
Schlagwörter	Student Attitudes; Secondary School Teachers; Secondary School Students; Inclusion; Photography; Student School Relationship; Educational Environment; Foreign Countries; Students with Disabilities; Barriers; Teacher Attitudes; Student Rights; Student Needs; Teacher Collaboration; Teacher Student Relationship; Teacher Aides; Teacher Role; New Zealand + Suchen Sie Ihr Suchwort? Schülerverhalten; Sekundarschüler; Inklusion; Fotografie; Schüler-Lehrer-Beziehung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Ausland; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Lehrerverhalten; Lehrerkooperation; Teacher student relationships; Lehrer-Schüler-Beziehung; Handreichung; Lehrerhilfe; Lehrerrolle; Neuseeland
Abstract	This report investigates students' perspectives on a sense of belonging, and the relationship between inclusive practices. It further considers the implications for Resource Teachers: Learning and Behaviour (RTLB) as they work in secondary schools to support inclusive teaching practice. The inquiry question, "How can RTLB effectively support secondary teachers to develop a relational approach with students that enhances inclusive practice?" was addressed by using photovoice and focus group methodologies to collect data from secondary school students who had received learning support via RTLB services. Students experienced a sense of belonging at school when they felt welcomed by teachers; when their relationships with teachers were respectful, and when they felt that they were learning. To this end, they described what effective learning support looked like. (As Provided).
Anmerkungen	Massey University. Private Bag 11 222; Palmerston North 4442, New Zealand. Tel: +64-6-351-3396; Fax: +64-6-351-3472; email: kairaranga@massey.ac.nz; Web site: https://www.massey.ac.nz/massey/learning/departments/institute-of-education/research/kairaranga/kairaranga_home.cfm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01