An Exploration of Arts Teachers' Beliefs and Judgements Concerning Students with SEND

Autor/inn/en	Thompson, Beccy; Finesilver, Carla; Jones, Jane
Titel	An Exploration of Arts Teachers' Beliefs and Judgements Concerning Students with SEND
Quelle	In: Support for Learning, 38 (2023) 2, S.83-97 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-2141
DOI	10.1111/1467-9604.12434
Schlagwörter	Art Teachers; Special Needs Students; Students with Disabilities; Teacher Attitudes; Decision Making; Secondary School Teachers; Student Characteristics; Phenomenology; Classroom Environment; Correlation; Educational Needs; Inclusion; Learning Processes; Art Education; Teaching Methods; Foreign Countries; United Kingdom (England) + Suchen Sie Ihr Suchwort? Art teacher; Kunsterzieher; Kunsterzieherin; Sonderpädagogischer Förderbedarf; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Lehrerverhalten; Decision-making; Entscheidungsfindung; Phenomenological psychology; Phänomenologie; Psychologie; Klassenklima; Unterrichtsklima; Korrelation; Educational need; Bildungsbedarf; Inklusion; Learning process; Lernprozess; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland
Abstract	There is little research addressing teachers' beliefs and judgements concerning students with identified Special Educational Needs and/or Disabilities (SEND), a group which is regularly cited as experiencing disadvantages in their schooling compared to peers. This paper draws on research which examined the beliefs and judgements of a set of arts teachers in an English secondary school regarding their students with SEND. Data were collected using observation, semi-structured and stimulated recall interviews. Phenomenological analysis uncovered patterns of tension in these beliefs and judgements. Teachers were able to consider some of the interactions between their students' individual characteristics and the classroom environment, and the ways these might give rise to certain educational needs; they also believed their subjects were singularly inclusive in providing for diverse needs. Nonetheless, traditional systems of educational assessment significantly affected what is judged 'successful' learning, which teachers tended to negatively associate with SEND. We conclude that deficit thinking about the educational capacities of students with SEND underlies teachers' judgements. Nevertheless, teachers do believe there are many ways for students to participate meaningfully, articulate and demonstrate understanding in arts subjects, which have the potential to challenge traditional notions of 'success'. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01