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Creating inclusive schools: a self‐review tool for educational practitioners.

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Title: Creating inclusive schools: a self‐review tool for educational practitioners.
Authors: Dimitrellou, Eleni, Male, Dawn
Source: Support for Learning. May2022, Vol. 37 Issue 2, p263-284. 22p. 2 Diagrams, 1 Chart.
Subjects: Inclusive education, Mainstreaming in special education, Convention on the Rights of the Child, Education policy, Special education, Teenagers, Secondary education
Geographic Terms: England
Abstract: This study explored the schooling experiences of secondary‐aged pupils with and without SEND attending three mainstream schools in England. Thirty‐seven young adolescents with SEND and eight without agreed to be interviewed. Thematic analysis revealed the challenges these young adolescents with SEND encountered to feel included in their schools and light is shed on their perspectives of what an inclusive school should be. Of significance contributing to pupils' positive or negative feelings about school and their feelings of being included or excluded were: their perceptions of the implementation of approaches to behaviour management; their perceptions of the equitable allocation of teacher support and/or teacher attention; relations with their teachers; whether they found their lessons engaging or 'boring'; and the extent to which they perceived their voices were heard and subsequently, acted upon. The findings of the study are discussed with reference to Farrell's model of inclusion and an elaboration of the model is proposed as a self‐review tool to be used by educational practitioners as an aid to facilitate their inclusion in mainstream provision. [ABSTRACT FROM AUTHOR]
Copyright of Support for Learning is the property of Wiley-Blackwell 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.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Creating inclusive schools: a self‐review tool for educational practitioners.
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  Data: <searchLink fieldCode="AR" term="%22Dimitrellou%2C+Eleni%22">Dimitrellou, Eleni</searchLink><br /><searchLink fieldCode="AR" term="%22Male%2C+Dawn%22">Male, Dawn</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22Support+for+Learning%22">Support for Learning</searchLink>. May2022, Vol. 37 Issue 2, p263-284. 22p. 2 Diagrams, 1 Chart.
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  Data: <searchLink fieldCode="DE" term="%22Inclusive+education%22">Inclusive education</searchLink><br /><searchLink fieldCode="DE" term="%22Mainstreaming+in+special+education%22">Mainstreaming in special education</searchLink><br /><searchLink fieldCode="DE" term="%22Convention+on+the+Rights+of+the+Child%22">Convention on the Rights of the Child</searchLink><br /><searchLink fieldCode="DE" term="%22Education+policy%22">Education policy</searchLink><br /><searchLink fieldCode="DE" term="%22Special+education%22">Special education</searchLink><br /><searchLink fieldCode="DE" term="%22Teenagers%22">Teenagers</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+education%22">Secondary education</searchLink>
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  Data: This study explored the schooling experiences of secondary‐aged pupils with and without SEND attending three mainstream schools in England. Thirty‐seven young adolescents with SEND and eight without agreed to be interviewed. Thematic analysis revealed the challenges these young adolescents with SEND encountered to feel included in their schools and light is shed on their perspectives of what an inclusive school should be. Of significance contributing to pupils' positive or negative feelings about school and their feelings of being included or excluded were: their perceptions of the implementation of approaches to behaviour management; their perceptions of the equitable allocation of teacher support and/or teacher attention; relations with their teachers; whether they found their lessons engaging or 'boring'; and the extent to which they perceived their voices were heard and subsequently, acted upon. The findings of the study are discussed with reference to Farrell's model of inclusion and an elaboration of the model is proposed as a self‐review tool to be used by educational practitioners as an aid to facilitate their inclusion in mainstream provision. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Support for Learning is the property of Wiley-Blackwell 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: 10.1111/1467-9604.12408
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        Text: English
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              Text: May2022
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