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Transitions from presence, belonging to engaged participation in an inclusive classroom: an eye-tracking study.

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Title: Transitions from presence, belonging to engaged participation in an inclusive classroom: an eye-tracking study.
Authors: Teo, Tang Wee1 (AUTHOR) tangwee.teo@nie.edu.sg, Pua, Ching Yee2 (AUTHOR)
Source: Pedagogies. Jul-Sep2023, Vol. 18 Issue 3, p473-496. 24p.
Subject Terms: *Special education, *Teachers, *Science classrooms, *Science teachers, *Flipped classrooms, Eye tracking, Children with dyslexia
Abstract: While many studies about special education needs (SEN) have discussed inclusive efforts in educational settings, more proximal research examining ways to support students with SEN in-process to achieve is needed. This study discussed proximal data, collected from eye trackers and lesson videos, showing how students with SEN transit between the state of presence, belonging, and engaged participation in an inclusive classroom. Using an eye tracking case study of an inclusive science classroom, with a focus on how science teachers support students with dyslexia to learn science, we unpacked how the teacher supported students through such a transformative experience. We characterised the transitions and examined how these transitions happen and found that the transitions were non-unidirectional and could be prematurely truncated due to a change in the teacher's eye gaze. Some students might not move to the state of engaged participation during a lesson. These transitions were facilitated by the teaching practices. Implications for teachers of inclusive classrooms and research in inclusive classrooms were discussed. [ABSTRACT FROM AUTHOR]
Copyright of Pedagogies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Transitions from presence, belonging to engaged participation in an inclusive classroom: an eye-tracking study.
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  Data: <searchLink fieldCode="AR" term="%22Teo%2C+Tang+Wee%22">Teo, Tang Wee</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> tangwee.teo@nie.edu.sg</i><br /><searchLink fieldCode="AR" term="%22Pua%2C+Ching+Yee%22">Pua, Ching Yee</searchLink><relatesTo>2</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Pedagogies%22">Pedagogies</searchLink>. Jul-Sep2023, Vol. 18 Issue 3, p473-496. 24p.
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  Data: *<searchLink fieldCode="DE" term="%22Special+education%22">Special education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Science+classrooms%22">Science classrooms</searchLink><br />*<searchLink fieldCode="DE" term="%22Science+teachers%22">Science teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Flipped+classrooms%22">Flipped classrooms</searchLink><br /><searchLink fieldCode="DE" term="%22Eye+tracking%22">Eye tracking</searchLink><br /><searchLink fieldCode="DE" term="%22Children+with+dyslexia%22">Children with dyslexia</searchLink>
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  Data: While many studies about special education needs (SEN) have discussed inclusive efforts in educational settings, more proximal research examining ways to support students with SEN in-process to achieve is needed. This study discussed proximal data, collected from eye trackers and lesson videos, showing how students with SEN transit between the state of presence, belonging, and engaged participation in an inclusive classroom. Using an eye tracking case study of an inclusive science classroom, with a focus on how science teachers support students with dyslexia to learn science, we unpacked how the teacher supported students through such a transformative experience. We characterised the transitions and examined how these transitions happen and found that the transitions were non-unidirectional and could be prematurely truncated due to a change in the teacher's eye gaze. Some students might not move to the state of engaged participation during a lesson. These transitions were facilitated by the teaching practices. Implications for teachers of inclusive classrooms and research in inclusive classrooms were discussed. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Pedagogies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/1554480X.2022.2065994
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              Text: Jul-Sep2023
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