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Rethinking concepts of special educational needs and disability in the primary classroom.

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Title: Rethinking concepts of special educational needs and disability in the primary classroom.
Authors: Hamilton, Paula, Matthews, Sarah
Source: Children & Society. Mar2025, Vol. 39 Issue 2, p383-401. 19p.
Subjects: School environment, Elementary schools, Psychology of children with disabilities, Conversation, Disability determination, Attitudes toward disabilities, Descriptive statistics, Thematic analysis, Special education, Needs assessment, Critical thinking
Geographic Terms: England
Abstract: This paper examines the outcomes of a disability awareness programme aimed at rethinking concepts of special educational needs and disability (SEND) with children aged 8–9 years old. Designed specifically for this research study, the work was undertaken in a mainstream primary classroom in England. Although research has been undertaken in this area, it is limited and often focused on children's friendships. Drawing upon a disability studies in education lens, the study contributes to the literature through its use of interactive methods to elicit and deconstruct children's thinking. The findings suggest that many children continue to hold deficit perceptions about SEND, rooted in medical model perspectives. However, carefully designed programmes which enable children to consider first‐person experiences, and encourage the deconstruction of ableist discourses, can promote more flexible understanding and progressive attitudes towards SEND in childhood. [ABSTRACT FROM AUTHOR]
Copyright of Children & Society 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: Rethinking concepts of special educational needs and disability in the primary classroom.
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  Data: <searchLink fieldCode="JN" term="%22Children+%26+Society%22">Children & Society</searchLink>. Mar2025, Vol. 39 Issue 2, p383-401. 19p.
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  Data: <searchLink fieldCode="DE" term="%22School+environment%22">School environment</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+schools%22">Elementary schools</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology+of+children+with+disabilities%22">Psychology of children with disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Conversation%22">Conversation</searchLink><br /><searchLink fieldCode="DE" term="%22Disability+determination%22">Disability determination</searchLink><br /><searchLink fieldCode="DE" term="%22Attitudes+toward+disabilities%22">Attitudes toward disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Thematic+analysis%22">Thematic analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Special+education%22">Special education</searchLink><br /><searchLink fieldCode="DE" term="%22Needs+assessment%22">Needs assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+thinking%22">Critical thinking</searchLink>
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  Data: This paper examines the outcomes of a disability awareness programme aimed at rethinking concepts of special educational needs and disability (SEND) with children aged 8–9 years old. Designed specifically for this research study, the work was undertaken in a mainstream primary classroom in England. Although research has been undertaken in this area, it is limited and often focused on children's friendships. Drawing upon a disability studies in education lens, the study contributes to the literature through its use of interactive methods to elicit and deconstruct children's thinking. The findings suggest that many children continue to hold deficit perceptions about SEND, rooted in medical model perspectives. However, carefully designed programmes which enable children to consider first‐person experiences, and encourage the deconstruction of ableist discourses, can promote more flexible understanding and progressive attitudes towards SEND in childhood. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Children & Society 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.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=183919745
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      – Type: doi
        Value: 10.1111/chso.12918
    Languages:
      – Code: eng
        Text: English
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        PageCount: 19
        StartPage: 383
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      – SubjectFull: School environment
        Type: general
      – SubjectFull: Elementary schools
        Type: general
      – SubjectFull: Psychology of children with disabilities
        Type: general
      – SubjectFull: Conversation
        Type: general
      – SubjectFull: Disability determination
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      – SubjectFull: Attitudes toward disabilities
        Type: general
      – SubjectFull: Descriptive statistics
        Type: general
      – SubjectFull: Thematic analysis
        Type: general
      – SubjectFull: Special education
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      – SubjectFull: Needs assessment
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      – SubjectFull: Critical thinking
        Type: general
      – SubjectFull: England
        Type: general
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      – TitleFull: Rethinking concepts of special educational needs and disability in the primary classroom.
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          Name:
            NameFull: Hamilton, Paula
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            NameFull: Matthews, Sarah
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            – D: 01
              M: 03
              Text: Mar2025
              Type: published
              Y: 2025
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