04. Inclusive Education
Paper
Exploring Primary School Students’ Perspectives: Inclusion (or exclusion) in Processes with Various Professionals in the School’s Support System
Helene Wego
NTNU, Norway
Presenting Author: Wego, Helene
Promoting inclusive education [IE] is a responsibility of adults in the school system, aimed at ensuring equitable access to education for all students and reducing marginalization. This includes enabling students with diverse needs to reach their potential and fully participate in society, integral to promoting IE. Nearly three decades ago, Norway and several other European countries ratified the Salamanca Statement (UNESCO, 1994) and committed to UNESCO’s principles of IE and working towards providing education for all. UNESCO’s (2009) inclusion guidelines describe IE as dynamic processes that 1) addresses and meets the diverse needs of all students (p. 8); 2) aims to increase participation; and 3) actively works to diminish exclusion “from and within education” (p. 9). The Norwegian white paper “Early intervention and inclusive education” (Meld. St. 6 (2019-2020)), highlights the need to enhance the schools’ support systems through interprofessional collaboration [IPC] between professionals within and outside of school. IPC is seen as crucial to meet the students’ needs and foster inclusive teaching environments for all.
Despite Norway’s commitment to UNESCO’s principles and the emphasis on IPC, there is a noticeable gap in Norwegian - and international - literature when it comes to addressing students’ experiences of it. This gap becomes particularly evident when considering Qvortrup and Qvortrup’s (2018) inclusion matrix, which emphasizes the experiential aspect of inclusion/exclusion. In a previous paper (Wego, n.d.), I began to address this gap by exploring how students articulate “help” and I found that students seem to have a different (and more concrete) understanding of “help” than adults. This observation has guided the direction of this paper and led to the following research question: How do primary school students make sense of their experiences of receiving help in interprofessional collaborations, with the goal of inclusive education?
I am using participatory research and Interpretative Phenomenological Analysis [IPA] to explore the research question. IPA combines phenomenology’s emphasis on lived experiences and hermeneutics’ focus on text interpretation, seeking to explore the unique experiences of individuals and how they make sense of them (Creswell & Poth, 2018; Eatough & Smith, 2017; Smith, 2011). Critical disability studies (CDS) is thought of as a relevant theoretical framework for the discussion, considering CDS' goal towards equity and social justice (Goodley, 2007). Based on findings thus far, ableism (cf. Goodley, 2007, 2013; Titchkosky, 2012) and agency seems to be particularily relevant. For example, all of the students in the study were invited to complete three cartoon stories and take photographs of whatever they needed to learn and feel good. However, one of the students did not do any of this - instead he drew his favorite super hero, "the Flash". Instead of dismissing this as unrelevant for the study, we incorporated "The Flash" greatly in the interview and the Flash seemed to help the student reclaim agency.
My interest in studying students’ experiences with IE is influenced by both my professional and personal experiences with minority stress[1]. As a special education teacher, I have witnessed several processes that were intended to be inclusive but inadvertently resulted in exclusion. These experiences have not only shaped my understanding of the complexities involved in implementing inclusive practices but have also motivated me to delve deeper into the nuances of these processes. Through this research, I hope to contribute to the ongoing discourse on IE, and ultimately, to the improvement of educational practices for all students.
[1] Heightened stress experienced by individuals from minority groups as a result of challenges such as prejudice and discrimination due to their deviation from the societal norms imposed by the dominant culture (Mongelli et al., 2019, p. 28)
Methodology, Methods, Research Instruments or Sources UsedBuilding on the principles of IPA (e.g., Smith, 2018) and in alignment with UNESCO’s (2009) guidelines and Qvortrup and Qvortrup’s (2018) inclusion matrix, I designed a participatory research study. Central to participatory research is the idea of participants as being precisely that: participants (O’Kane, 2008). They are not objects or informants informing the study, but rather as active contributors. By actively involving the participants, I aim to gain a deeper understanding of their unique lifeworlds (cf. Husserl, 1970, as cited in Todres et al., 2007), and how they perceive and interpret their experiences in IPC. Two fifth graders with experience from receiving help from IPC helped shape the study design. The final research design involved:
• Students capturing images of anything (non-human) contributing to their well-being and learning.
• Students completing three cartoon stories designed to elicit their experiences in different scenarios: one time they received help from an adult; their best day at school; their worst day at school.
• Open discussions in in-depth one-on-one interviews (30-90 minutes) about the photographs, cartoon stories, and other topics of interest. Some interviews involved using cups, sticky notes, and rubber balls to help the students to visualize their beliefs and opinions.
Participants were invited through professionals at their school that were involved in IPCs. A total of eight students agreed to participate, from the 3rd grade to the 7th grade.
Although all participants have experience from IPCs, it is important to note that the only information I have regarding this is whatever the students told me during the interviews. This was partly to help me maintain a phenomenological attitude (cf. Finlay, 2014). Another important note is that while I momentarily categorize the phenomenon of this study as “receiving help in IPC (in Norway)”, it does not necessarily mean that the students participating in the study perceive it as such.
Conclusions, Expected Outcomes or FindingsThe students' understanding of "help" seems to be different than how adults understand "help". The students are mostly "here and now" and focused on concrete problems and immediate solutions, while the support system is designed to help with "long term" problems with abstract solutions? The problem with this is that help is not a thing that it is "out there", but part of the students' experiences. Thus, it becomes pointless to discuss help and inclusion without listening to their stories. They are not helpless, but have developed their own strategies of surviving in environments that are not designed for them, for example by imagining that they are the Flash and that they can run away from their problems when the support system fails to do so. In general, the students’ interpretations of their experiences of receiving help in IPC towards IE seems influenced by the proximity of the helpers, the attention they receive from their helpers, the perceived benefit of the help and the alignment between the helpers’ intentions and the students’ needs.
ReferencesCreswell, J. W., & Poth, C. N. (2018). Qualitative inquiry & research design: Choosing among five approaches (4th ed.). SAGE.
Eatough, V., & Smith, J. A. (2017). Interpretative Phenomenological Analysis. In C. Willig & W. S. Rogers (Eds.), The Sage Handbook of Qualitative Research in Psychology (2nd ed., pp. 193–211). SAGE Publications.
Finlay, L. (2014). Engaging Phenomenological Analysis. Qualitative Research in Psychology, 11(2), 121–141. https://doi.org/10.1080/14780887.2013.807899
Goodley, D. (2007). Towards socially just pedagogies: Deleuzoguattarian critical disability studies. International Journal of Inclusive Education, 11(3), 317–334. https://doi.org/10.1080/13603110701238769
Goodley, D. (2013). Dis/entangling critical disability studies. Disability & Society, 28(5), 631–644. https://doi.org/10.1080/09687599.2012.717884
Kunnskapsdepartementet [the Ministry of Education and Research]. (2017). Overordnet del – verdier og prinsipper for grunnopplæringen [Core curriculum – values and principles for primary and secondary education]. Fastsatt Som Forskrift Ved Kongelig Resolusjon [as Laid down by Royal Decree]. Læreplanverket for Kunnskapsløftet 2020 [LK20]. https://www.udir.no/lk20/overordnet-del/?lang=eng
Meld. St. 6 (2019-2020). Tett på – tidlig innsats og inkluderende fellesskap i barnehage, skole og SFO [Early intervention and inclusive education in kindergartens, schools and out-of-school-hours care]. Kunnskapsdepartementet [the Ministry of Education and Research]. https://www.regjeringen.no/no/dokumenter/meld.-st.-6-20192020/id2677025/
Mongelli, F., Perrone, D., Balducci, J., Sacchetti, A., Ferrari, S., Mattei, G., & Galeazzi, G. M. (2019). Minority stress and mental health among LGBT populations: An update on the evidence. Minerva Psichiatrica, 60(1). https://doi.org/10.23736/S0391-1772.18.01995-7
O’Kane, C. (2008). The Development of Participatory Techniques: Facilitating Children’s Views about Decisions Which Affect Them. In P. M. Christensen & A. James (Eds.), Research with children: Perspectives and practices (2nd ed., pp. 125–155). Routledge. https://doi.org/10.4324/9780203964576
Qvortrup, A., & Qvortrup, L. (2018). Inclusion: Dimensions of inclusion in education. International Journal of Inclusive Education, 22(7), 803–817. https://doi.org/10.1080/13603116.2017.1412506
Smith, J. A. (2011). Evaluating the contribution of interpretative phenomenological analysis. Health Psychology Review, 5(1), 9–27. https://doi.org/10.1080/17437199.2010.510659
Smith, J. A. (2018). “Yes It Is Phenomenological”: A Reply to Max Van Manen’s Critique of Interpretative Phenomenological Analysis. Qualitative Health Research, 28(12), 1955–1958. https://doi.org/10.1177/1049732318799577
The Education Act. (1998). Act relating to Primary and Secondary Education and Training. Lovdata. https://lovdata.no/dokument/NLE/lov/1998-07-17-61
Titchkosky, T. (2012). The Ends of the Body as Pedagogic Possibility. Review of Education, Pedagogy, and Cultural Studies, 34(3–4), 82–93. https://doi.org/10.1080/10714413.2012.686851
UN General Assembly. (1989). Convention on the Rights of the Child, 20 November 1989, United Nations. Treaty Series, 1577, 3. https://www.refworld.org/docid/3ae6b38f0.html.
UNESCO. (1994). The Salamanca Statement and Framework for Action on Special Needs Education [Salamancaerklæringen]. https://unesdoc.unesco.org/ark:/48223/pf0000098427 PLU8013 Helene Wego
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UNESCO. (2009). Policy guidelines on inclusion in education. https://unesdoc.unesco.org/ark:/48223/pf0000177849
04. Inclusive Education
Paper
“It’s ok to Talk About Inclusion …. It’s Quite Another to Actually do It”. Student Perspectives on Inclusion in Schools.
Charles Kemp, Umesh Sharma, Louise McLean
Monash University, Australia
Presenting Author: Kemp, Charles
The inclusion of marginalised students in regular schools is fundamental to achieving “Education for All”. In this research, a systematic review was conducted to examine what students at risk in education have said that could improve their inclusion in mainstream schools. The 37 studies from 10 different countries included in this qualitative evidence synthesis (QES) represent 450+ (n=178 Female, n=154 male and n = 118+ not identified) voices of students aged 9- 18 years, students perceived to be at risk of underachievement, marginalisation or disconnection from school.
Articles 12 and 13 of the United Nations Convention on the Rights of the Child legally and ethically establish the need for educational policy makers and practitioners to ensure the voices of children contribute to educational decision making (UN General Assembly, 1989) The practical delivery of these rights does, however, require issues of power and the imbalance of power within education systems to be addressed .
Whilst the balance of decision making power between teachers and students will never be equal, the creation of environments that include the voices of young people, particularly the views of those who are at risk of, or disconnecting from school, can guide practitioners and policy makers toward better ways of including all children. Listening to student views promotes opportunity for adults to respond to learner diversity, yet the extent to what we should listen to students about and why continues to be contentious. In schools listening is often focussed on what adults want to hear from students, the focus sometimes tends to ignore the critical insights of students.
The purpose of this study was to conduct a systematic (QES) of what students at potential risk of underachievement, marginalisation or disconnection from school have collectively shared that could improve the inclusion of all students in regular/mainstream schools. The following questions guided the search and analysis of the literature; (a) what do these students say contributes to their disconnection or exclusion from school? and (b) what do they collectively say schools/systems should do to enable their inclusion in mainstream schools?
Methodology, Methods, Research Instruments or Sources UsedThis (QES) was conducted using the Cochrane Qualitative and Implementation Methods Group (QIMG) practical guidance and key steps for authors undertaking qualitative evidence synthesis.
An initial iterative scoping review established search terms, selected databases, determined appropriate inclusion and exclusion criteria for the study and was used to finalise research questions and data extraction.
Data included perspectives of students aged between 6 and 18 years, attending, had or were intending to attend, a general inclusive school (or equivalent within their home country) with same age peers for all or part of a school day.
A three-stage process of thematic synthesis was used to analyse the data in each included study. Studies were subject to five separate quality assessments as per the Cochrane QIMG guidance. Initially, an assessment of methodological strengths and limitations of each included study was undertaken using recommendations adapted from Noyes et al (2019) and Alvesson and Skӧldberg (2009). Then, each study was subject to an assessment of data adequacy following the three-step process outlined by Glenton et al, 2018. Thirdly, an assessment of data coherence was undertaken using the three-step process outlined by Colvin et al, 2018. Subsequently, data obtained from each study was assessed for relevance using the five-step process outlined by Noyes et al, 2018b. Finally, an assessment of the overall confidence in the findings was undertaken using the GRADE CERQual technique.
Not all students in the included studies had educational experiences of underachievement, marginalisation or disconnection form school. Student who had these experiences expressed a broad range of emotional responses. Anxiety and fear, loneliness feeling judged, feeling misunderstood, feeling unworthy, feeling overlooked and becoming physically, mentally and emotionally drained were not uncommon. Analysis of the studies overwhelmingly indicated students say they experience underachievement, marginalisation or disconnection from schools due to the perceptions, attitudes and actions of others (individuals, groups, systems or the community).
Conversely, student perspectives provided insight into what educators should do to help them feel included. Four core themes with a range of sub themes emerged from the data. Theme 1: Know who I am and what I need. Theme 2: Access to academic supports and learning are central to me feeling included, how and when that support is provided will determine its success or failure. Theme 3: Relationships are critical to my sense of inclusion. Theme 4: School structure and culture help or hinder my sense of inclusion.
Conclusions, Expected Outcomes or FindingsResults of the study can be utilised to continue to understand and explore the question of what should we listen to students about and why?
Students wanting others to know who they are and understand what they need, was by far the most dominant theme and accounted for just over forty percent of the extracted data. There was a sense that when young people experience understanding, empathy and connection in which others openly show recognition of their whole self they feel included. There were five subthemes. ‘Students said they want others to first be responsive to, and respectful of their emotions; to show them empathy and recognise them as individuals with capabilities; to understand their needs and adjust for them; to provide them with some control; and finally respond to them in the context of their life beyond school.
Although data suggests students being understood and seen for who they are as people is of primary importance to a student’s sense of connection, belonging and inclusion in school; teachers, educators and policymakers are more inclined to focus time on the other elements of the educational experience such as academic supports, school structures and relationships as they fit more neatly with the outcomes desired by adults.
Outcomes of this study suggest that to become more inclusive teachers, schools and policy makers may need to reprioritise how and what we listen to students about to ensure that student emotions, showing empathy, understanding individual capabilities and responding to students more holistically in the context of their lives is prioritised alongside academic, structural and other relational supports. Further research with students to better understand how to respond to these needs is required.
ReferencesAinscow, M., & Messiou, K. (2018). Engaging with the views of students to promote inclusion in education. Journal of educational change, 19, 1-17.
Booth, A., Noyes, J., Flemming, K., Gerhardus, A., Wahlster, P., van der Wilt, G. J., . . . Tummers, M. (2018). Structured methodology review identified seven (RETREAT) criteria for selecting qualitative evidence synthesis approaches. Journal of clinical epidemiology, 99, 41-52.
Cook-Sather, A. (2006). Sound, presence, and power:“Student voice” in educational research and reform. Curriculum inquiry, 36(4), 359-390.
Gibbs, G. R. (2018). Analyzing qualitative data (Vol. 6): Sage.
Goodall, C., & MacKenzie, A. (2019). Title: What about My Voice? Autistic Young Girls' Experiences of Mainstream School. European Journal of Special Needs Education, 34(4), 499-513. doi:http://dx.doi.org/10.1080/08856257.2018.1553138
Lewin, S., Bohren, M., Rashidian, A., Munthe-Kaas, H., Glenton, C., Colvin, C. J., . . . Tunçalp, Ö. (2018). Applying GRADE-CERQual to qualitative evidence synthesis findings—paper 2: how to make an overall CERQual assessment of confidence and create a Summary of Qualitative Findings table. Implementation Science, 13(1), 11-23.
Messiou, K. (2006). Understanding marginalisation in education: The voice of children. European journal of psychology of education, 21(3), 305.
Messiou, K., & Ainscow, M. (2015). Responding to learner diversity: Student views as a catalyst for powerful teacher development? Teaching and Teacher Education, 51, 246-255.
Messiou, K., Bui, L. T., Ainscow, M., Gasteiger-Klicpera, B., Besic, E., Paleczek, L., . . . Echeita, G. (2020). Student diversity and student voice conceptualisations in five European countries: Implications for including all students in schools. European Educational Research Journal. doi:10.1177/1474904120953241
Mitra, D. L. (2008). Balancing power in communities of practice: An examination of increasing student voice through school-based youth–adult partnerships. Journal of educational change, 9(3), 221.
Smyth, J., & McInerney, P. (2013). Whose side are you on? Advocacy ethnography: some methodological aspects of narrative portraits of disadvantaged young people, in socially critical research. International Journal of Qualitative Studies in Education, 26(1), 1-20. doi:10.1080/09518398.2011.604649
UN General Assembly. (1989). Convention on the Rights of the Child. United Nations, Treaty Series, 1577(3), 1-23.
UNESCO. (2000). Education for All: Meeting Our Collective Commitments; expanded commentary on the Dakar Framework for Action. Paris, UNESCO Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000120240?posInSet=1&queryId=68d2b791-ea23-46c2-bdcf-a25a5e8544e5
04. Inclusive Education
Paper
Fostering Inclusive Learning Environments: Eliciting Student Perspectives on Relational Inclusivity
Christoforos Mamas
UC San Diego, Cyprus
Presenting Author: Mamas, Christoforos
Relational Inclusivity (RI) foregrounds the notion of relationships among students, especially those with identified Special Educational Needs and Disabilities (SEND). In this paper, I argue that RI is a critical aspect of mainstream educational settings, fostering a sense of belonging and emotional well-being among all students. When we refer to RI, we are addressing the extent to which all students are interwoven into the social fabric of their educational surroundings. This concept is grounded in the fundamental belief that students' feelings of belonging are crucial for both their academic development and socioemotional learning. We introduce it as a distinct term to underscore that programmatic models of inclusion may not inherently lead to genuine inclusion in all aspects (Mamas & Trautman, 2023). Instead, the active monitoring, development, and maintenance of RI are imperative to ensure that students, especially those with SEND, can fully participate and engage in their educational environments. In our previous work, we argued that RI comprises four dimensions or networks of relational ties; friendship, recess, academic support, and emotional wellbeing networks (Mamas & Trautman, 2023; Mamas et al., 2024). This paper explores the first dimension, namely friendships.
The paper addresses one main research question: What are elementary students' perspectives on the importance of friendships? This central research question aims to explore the subjective experiences and viewpoints of 21 4th grade school students regarding the significance of their friendships with peers. By delving into their perspectives, I sought to unravel the nuanced ways in which friendships contribute to the overall well-being and academic experiences of these students as it pertains to their RI. Through a qualitative case study design, 21 semi-structured interviews were conducted in two grade 4 classrooms in a highly diverse school in Southern California. The goal of the interviews was to capture the richness and diversity of students' experiences, thoughts, and feelings regarding their friendship ties and connections with peers.
The conceptual framework guiding this research is grounded in the concept of RI. As highlighted above, RI encompasses the idea that fostering positive and inclusive relationships within educational settings is fundamental for the overall well-being and development of all students, particularly those with SEND (Mamas & Trautman, 2023; Mamas at al., 2024). Within the framework of RI, the emphasis is placed on creating an environment where every student feels a sense of belonging and connection. This extends beyond mere tolerance and involves actively promoting positive relationships, empathy, and mutual respect among students. Friendship, being a fundamental aspect of social interaction, plays a pivotal role in the manifestation of RI within the elementary school context.
In this paper, I approach RI from a social network perspective (Borgatti et al., 2018). The social network perspective in the context of RI and friendship provides a valuable lens through which to understand the intricate dynamics of interpersonal relationships. Viewing friendships through the social network perspective involves recognizing that these connections form a complex web of interactions, influencing and being influenced by the broader social environment. In this framework, each student is considered a node within the social network, and friendships represent the links that connect them (Mamas et al., 2019). Understanding the structure and quality of these links is essential for comprehending how RI unfolds. By adopting a social network perspective, one gains insights into not only the individual experiences of students but also the collective dynamics that contribute to a more inclusive and supportive community. This approach underscores the interconnectedness of relationships, emphasizing that fostering inclusive environments involves cultivating positive connections that extend beyond individual friendships to contribute to the overall well-being of the entire classroom social network.
Methodology, Methods, Research Instruments or Sources UsedThe study reported in this paper applied a qualitative reflective case study methodology (Merriam & Tisdell, 2015; Yin, 2017). Applying a qualitative reflective case study design was deemed an appropriate methodology for several reasons. Firstly, this approach allows for an in-depth exploration of the complexities and nuances inherent in students’ friendships in the context of RI. The reflective nature of the case study design enabled me to delve into the subjective experiences and perspectives of the 21 participants, providing rich, contextually embedded insights. Additionally, this methodology is particularly apt for investigating dynamic and multifaceted phenomena, such as friendship ties and/or social interactions, where the focus is on understanding processes and contexts rather than isolating variables. Through careful reflection on individual cases, I was able to uncover patterns, themes, and critical factors that contribute to a deeper understanding of RI, making qualitative reflective case studies a robust and contextually sensitive research approach (Merriam & Tisdell, 2015).
In terms of data collection, 21 semi-structured interviews were conducted with students from two Grade 4 classrooms. Semi-structured interviews with elementary school students offer several advantages in understanding their perspectives and experiences (Bogdan & Biklen, 2006; Fontana & Frey, 2005). Firstly, this approach allows for flexibility, enabling the interviewer to adapt questions based on the child's age, cognitive development, and communication abilities. Unlike rigid structures, semi-structured interviews provide room for spontaneity, fostering a more relaxed and open environment for young participants. This format encourages children to express themselves freely, promoting authentic responses that may unveil nuanced insights into their thoughts and emotions in relation to their friendships in school. Additionally, the semi-structured nature allows interviewers to delve into specific topics while also permitting the exploration of unexpected areas that might arise during the conversation (Merriam & Tisdell, 2015). Overall, semi-structured interviews provide a valuable tool for researchers and educators to gain deeper insights into the unique perspectives and experiences of elementary school students.
Conclusions, Expected Outcomes or FindingsThe interview findings revealed several themes emphasizing the crucial role of friendships in enhancing RI for all students, especially those with SEND. Several themes were noted. First, friendships emerged as foundational to creating a sense of RI and support within the school environment. Students highlighted the importance of friends as allies who stand up for one another, providing emotional support and a sense of security. Second, discussions revealed a recognition of the role friends play in countering bullying behaviors. Students narrated instances where friends acted as advocates, confronting bullies, and fostering a protective environment. Third, friendship was linked to positive mental health outcomes, offering a source of joy, happiness, and resilience. Students expressed the view that friends contribute significantly to their overall well-being, acting as a buffer against the challenges they face.
Additionally, the fluidity of friendships emerged as a notable theme, with students acknowledging the potential for changes in friendship dynamics. Interactions showcased the adaptability of these relationships, where conflicts and resolutions contribute to the evolving nature of friendships. It was widely acknowledged by students that friendships are essential for creating a conducive learning environment. Students believed that having friends positively influenced their academic experiences, promoting collaboration, and making learning more enjoyable.
Another theme was the role of teachers in facilitating friendships. Students expressed gratitude for educators who fostered a positive and supportive atmosphere and teachers were seen as important figures in shaping the social dynamics of the classroom. Moreover, friendships were observed as bridges that connect students across diverse backgrounds, fostering cultural sensitivity and understanding. The interviews underscored the potential for friendships to transcend cultural, social, and academic boundaries.
These interview findings underscore the profound impact of friendships, emphasizing the multifaceted ways in which these connections contribute to the well-being, RI, and social fabric of the school community.
ReferencesBogdan, R. C., & Biklen, S. K. (2006). Qualitative Research in Education: An Introduction to Theory and Methods. Allyn & Bacon.
Borgatti, S. P., Everett, M. G., & Johnson, J. C. (2018). Analyzing social networks. Sage.
Fontana, A., & Frey, J. H. (2005). The interview. The Sage handbook of qualitative research, 3, 695-727.
Mamas, C., Cohen, S.R., & Holtzman, C. (2024). Relational Inclusivity in the Elementary Classroom: A Teacher’s Guide to Supporting Student Friendships and Building Nurturing Communities (1st ed.). Routledge.
Mamas, C. & Trautman, D. (2023). Leading Towards Relational Inclusivity for Students Identified as Having Special Educational Needs and Disabilities. In Daly, A.J., Liou, Y.H. (Eds.), The Relational Leader: Catalyzing Social Networks for Educational Change. Bloomsbury.
Merriam, S. B., & Tisdell, E. J. (2015). Qualitative research: A guide to design and implementation. John Wiley & Sons.
Yin, R. K. (2009). Case study research: Design and methods (Vol. 5). sage.
04. Inclusive Education
Paper
Reflective Experiences in Special Education Settings In A Post-Covid Time
Carol-Ann O'Síoráin1, Conor Mc Guckin2
1Dublin City University; 2Trinity College Dublin
Presenting Author: O'Síoráin, Carol-Ann
Special schools provide unique specialist supports for a continuum of complex speical educational needs and disabilities that are not typically available in mainstream settings. The global pandemic of 2020 to 2023 impacted on educational experiences, the role and function of special school provision. Therfore, drawing a need to explore a pathway to future proof the choice of educational provision offered to these children, young people and their families. The reflective voices and perspectives of special educators from across the island of Ireland are presented in this paper. The research question sought to plot the learning from the global pandemic on teaching and learning experiences in special schools for children and young people with intellectual disability, autism and other neurodevelopmental differences. These voices provide critical/common links and points for reflection on the goal for equity in education. The findings highlight the significant role of the special school setting in a constantly changing landscape (both nationally and internationally) where special education is not seen or valued as a sustainable model of inclusive practice.
Methodology, Methods, Research Instruments or Sources UsedThis research project utilised a small scale, two stage, mixed methods approach. Purposive sampling was identified as most appropriate by the research team as we sought to generate knowledge directly from teachers and principals in special education settings in both Southern and Northern Ireland. Ethical approval was sought from both a Southern institution (Hibernia College) and a Northern institution (Ulster University). On receipt of ethical approvals special schools were contacted by email to present the research project intentions, plain language forms, consent forms and invitations to participate. Four schools in Northern Ireland and six schools in Southern Ireland responded. This response rate was considered by the research team and, with respect to the continuing pressure of Covid 19 related absenteeism experienced by special schools, it was decided to accept this low response rate.
Stage one was initiated in March 2022 with a Microsoft Forms survey administered to consenting participants (N=19) in both jurisdiction. This survey was designed to capture demographic data and the reflections of teaching and learning during and directly post-pandemic. Stage two consisted of on-line semi-structured interviews (N=7) and these were held from July 2022 to January 2023 at the request of the participants.
Data generated from the survey was analysed using both basic descriptive statistics and thematic analysis for open-ended question responses. Data from the semi-structured interviews was analysed using thematic analysis. We engaged in cycles of exploration of all the textual data sets to establish the richness of experiences across the participants and to capture concepts and professional perspectives.
Conclusions, Expected Outcomes or FindingsThe findings present insightful contributions from special education teachers and principals as they reflect on their experiences and learnings from the Covid 19 pandemic and their return to post-covid realities.
The findings highlight:
1. The unique challenges encountered by special education settings
2. Relationships with staff, children, and parents/guardians, the teachers' perceived lack of respect by parents of the teachers role and responsibilities.
3. New (school) recognition of other complex challenges experienced by parents/guardians and their impact on the future nature and role of the special school in 'partnership' with parents as educators.
4. The positive and negative leadership skills of principals in times of crisis
5. The unique role of the special school in actively supporting appropriately inclusive education.
6. The lack of connect expressed by teachers and principals between the active role of the Special school system and the DES interpretation of the role (in the RoI only)
7. Children with complex needs need to be physically present in these setting to maintain a continuum of care and education.
8. Teaching in a special education setting is expressed as a holistic, relational committment and is part of the frontline response.
ReferencesAarnos, R., Sundqvist, C. and Ström, K., 2021. “Teaching and supporting students with special educational needs at a distance during the COVID-19 school closures in Finland: special needs teachers’ experiences.” Education in the North 28 (3): 5-24.
Banerjee, T., A. Khan, and P. Kesavan. 2021. “Impact of Lockdown and School Closure on Children in Special Schools: A Single-centre Survey.” BMJ Paediatrics Open 5 (1): 1. doi: https://doi.org/10.1136/bmjpo-2020-000981.
Braun, V. and Clarke, V. (2022) Thematic Analysis: A practical guide. London, Sage.
Merrigan, C. & Senior, J. (2023) Special schools at the crossroads of inclusion: do they have a value, purpose, and educational responsibility in an inclusive education system? Irish Educational Studies, 42:2, 275-291, DOI: 10.1080/03323315.2021.1964563
O’Connor Bones, U., Bates, J., Finlay, J. and Campbell, A. (2022). “Parental involvement during COVID-19: experiences from the special school”. European Journal of Special Needs Education, Vol 37 (6) p. 936-949. DOI: 10.1080/08856257.2021.1967297
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