‘Leading the Way’: Listening to the Voices of Students with Intellectual Disabilities to Enhance Inclusive Practice in Schools
Nicola Mannion1, Johanna Fitzgerald2, Fionnuala Tynan3
1Mary Immaculate College, Ireland; 2Mary Immaculate College, Ireland; 3Mary Immaculate College, Ireland
Ratification of the United Nations Conventions on the Rights of the Child (UNCRC) in 1989 initiated academic, political and community interest and commitment to advancing advocacy and support for children, their rights, their voice and their participation in all decisions which affect them [1]. Accordingly, children’s policy developments in national and international contexts centered on listening to the voices of children and young people to achieve better outcomes for all. However, the voices of children with disabilities are rarely consulted [2], they have been described as the missing voice in policy, research and practice [3] [4]. Children with disabilities tend to be the end users of policies and practices developed and implemented in their name without their consultation or participation [4][5]. This is evident in education policy. With an increasing number of students with disabilities in mainstream schools and with National Council of Special Education (NCSE) exploring a move towards full inclusion, it is timely that we listen to the voices of children with disabilities to examine what is working well and what needs to change to enhance inclusive practice.
Consequently, this research sets out to explore the perceptions and experiences of 15 students with intellectual disabilities (ID) in mainstream post-primary schools in Ireland. All students in this study access a special class for all or part of their week. This research seeks to implement students’ right to express their views and have their views heard [6]. It aims to understand if these experiences are barriers or facilitators to participation in the life of the school, including decision making. Framed within the transformative paradigm this research situates children with ID as co-researchers and agents of change. However, research with children, particularly children with disabilities can pose methodological and ethical challenges [7]. Consequently, Photovoice as a participatory visual research method was chosen to support students to voice their experiences. It’s use operationalises Lundy’s Model of Participation [8], which serves as the theoretical and methodological framework for this study by providing space, voice, audience and influence which are necessary for children as right bearing citizens to express their views and have their voices heard in an ethical inclusive manner.
Preliminary findings from this study highlight the importance of the special class to students with ID in mainstream schools. They enhance students’ participation in learning, their sense of safety and belonging and their socialisation with peers. Yet, this system of separate education provision is in breach of our obligations under Article 24 of the United Nations Convention of the Rights of People with Disabilities (UNCRPD) [9]. Ratification of Article 24 by the Government of Ireland necessitates a move to full inclusion with the removal of separate education provision [10] such as special classes. However, Article 24 was developed without input from children with disabilities. The absence of children’s voices in the development of international instruments is problematic [11]. Therefore, this research seeks to address this by listening to the voices of students with ID to identify the barriers and facilitators to participation in in school.
Cultivating an Entrepreneurial Mindset? A critical exploration of a set of collaborative workshops aimed at developing an Entrepreneurial Mindset at a Changemaker Primary School in Ireland using action research.
Alan Morgan
UCD Innovation Academy, Ireland
This is my Doctoral Research Thesis which is in progress.
Research Question: To what extent can an entrepreneurial mindset be cultivated in a primary school setting using action research?
Research Aims:
The main aim of this research is to explore, using action research, to what extent can an entrepreneurial mindset be cultivated in a primary school setting?
Research Objectives:
1. To design entrepreneurial education workshops with teachers, students & school leaders at a Change Maker Primary School.
2. To deliver three full day entrepreneurial education workshops with teachers at a Change Maker School towards the development of an entrepreneurial mindset in a primary school setting.
3. To iterate the workshops in response to feedback to implement incremental change over the course of the three workshop cycles.
4. To support teachers to implement entrepreneurial education workshops with their students at a Changemaker School.
5. To generate qualitative data on the attitudes, perceptions and experiences of teachers, students and school leaders on the design and implementation of entrepreneurial education workshops aimed at the development of an entrepreneurial mindset in a primary school.
6. To develop an entrepreneurial mindset framework and teaching blueprint that could be shared with other primary schools in Ireland.
This research will explore whether, through the development and delivery of a set of entrepreneurial education training workshops with teachers at a Primary school in Ireland could assist in the cultivation of an entrepreneurial mindset in the students, teachers, and school leaders using and an action research approach. Qualitative attitudinal measurements will be taken before and after the workshops in the form of student and teacher focus groups based on entrepreneurial domains and competencies drawn from the literature (Rae, 2006, Garman, 2020, Jiatong et al., 2021, Lubik, 2022) which will feed forward into the action cycle for the workshops. Following the design, iteration and delivery of these workshops, teachers will deliver workshops in their classrooms creating the environment to potentially develop an entrepreneurial mindset in their students. Based on the outcomes of this research project, the researcher aims to produce an entrepreneurial mindset framework / teaching blueprint which could be a transferable piece of work that could be shared with the CM primary schools in Ireland. The research will be interpretive in nature as the research is based on the belief that knowledge can be socially constructed, subjective, and influenced by social interactions of the situation being researched (Creswell, 2014). This research will not necessarily be for the purpose of discovering new facts or theories, but to acquire information and knowledge that could have a practical application to the development of teaching and learning in a primary school setting (Stringer, Genat, 2004). This research is aligned with the purpose of educational action research, which is to change, improve and transform teaching practice, teachers’ understandings of their practices and the condition in which they practice in (Kemmis, 2009). This research aligns with the main conference theme of enhanced school effectiveness and improvement.
Research for Africa's Education Think Tank - For Africa, By Africa
Robyn Mary Whittaker, Abdelaziz Zohri, Andrew Wambua
Africa Voices Dialogue, South Africa
In today's rapidly changing world, education plays a vital role in shaping societies, empowering individuals, and driving sustainable development. While Africa is rich in diverse cultures, traditions, and educational practices, there remains a pressing need to address the unique challenges and opportunities within the continent's education systems. As we embark on this journey of building a research hub dedicated to education in Africa, we invite researchers, educators, policymakers, and practitioners to join forces, collaborate, and co-create knowledge that truly reflects the realities and aspirations of African communities.
The establishment of this research think tank signifies a collective commitment to advancing educational research and practice in Africa. We firmly believe that by convening African researchers and fostering collaborative research interest groups, we can pave the way for transformative change, grounded theories, and impactful research that emanates from the African context. Our aim is to break away from the traditional research paradigms that often overlook African voices and experiences, and instead, cultivate a research ecosystem that celebrates and amplifies the African perspective.
Within this research hub, we envision a vibrant and inclusive community of researchers who are not only willing to collaborate but are passionate about co-authoring articles and editing books together. By pooling our collective expertise, insights, and diverse perspectives, we can delve into the heart of educational challenges and opportunities in Africa. This collaborative approach enables us to bridge the gap between theory and practice, ensuring that our research truly addresses the needs of African communities, and contributes to evidence-based policymaking and implementation.
Our research journey will be guided by a quest for grounded theories that reflect the rich educational traditions and practices in Africa. We recognize that education in Africa is deeply rooted in cultural heritage, indigenous knowledge systems, and community values. It is our responsibility to explore, document, and honour these traditions while seeking innovative solutions to address the ever-evolving educational landscape. By grounding our research in the realities of African contexts, we can develop theories and frameworks that are meaningful, contextually relevant, and actionable.
Beyond the pursuit of knowledge, we are driven by a shared commitment to creating real-world impact through our research endeavours. We understand that quality education is a catalyst for societal progress, and our work must align with this broader vision. By conducting rigorous research, generating evidence, and advocating for evidence-based policies, we can drive positive change in education systems, improve learning outcomes, and foster sustainable development across Africa.
Objectives for the AVD Africa Education Research Think Tank:
1. Empowering African Research Voices
2. Knowledge Generation
3. Research Collaboration and Network Support
4. Capacity Building and Mentorship
5. Policy Influence
6. Profiling Innovation and Best Practice
7. SDG Alignment
8. Community Engagement
9. International Collaboration
10. Knowledge Dissemination
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