Rose, R. and Shevlin, M. (2017) A sense of belonging: childrens’ views of acceptance in “inclusive” mainstream schools. International Journal of Whole Schooling. 13(1), pp. 65-80. 1710-2146.
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Rose20179409.pdf - Published Version
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Rose20179409.pdf - Published Version
Available under License Creative Commons Attribution No Derivatives.
Information
Abstract:
In recent years, international initiatives such as the Salamanca Statement and Framework for Action on Special Needs Education (UNESCO, 1994) and the Sustainable
Development Goals (United Nations General Assembly, 2015) have encouraged educational researchers to focus their attentions on those conditions that enable schools to become more inclusive. Much of this research has focused upon teacher attitudes and expectations (Unianu,
2012), the development of inclusive pedagogical approaches (Florian & Black Hawkins,2011), and aspects of assessment and classroom management (Erickson & Davis, 2015). Less
attention has been given to the experiences of children with special educational needs as learners in mainstream classrooms.
In this paper, drawing upon data from interviews conducted with children during a four year longitudinal study, (Project Iris - Inclusive Research in Irish Schools), we consider the relationship between acceptance and belonging as critical factors in defining what it means to be included in school. In addition to presenting data from children in 24 schools across Ireland, we will discuss the challenges of undertaking fair analysis that ensures that the researchers’ interpretation of pupil voices can be seen as trustworthy and informed. The paper concludes with a discussion of the principles that might inform the ways in which researchers can work with children in order to ensure them fair representation in research that investigates
critical aspects of their lives.
Additional Information:
Part of a Special Issue on Belonging.
Uncontrolled Keywords:
Inclusive education, Ireland, Children's voices, emancipatory research, inclusion, educational experiences, special educational needs
Creators:
Rose, R. and Shevlin, M.
Projects:
Project IRIS (Inclusive Research in Irish Schools)
Publisher:
EBSCO
Faculties, Divisions and Institutes:
Date:
10 January 2017
Date Type:
Publication
Page Range:
pp. 65-80
Journal or Publication Title:
International Journal of Whole Schooling
Volume:
13
Number:
1
Language:
English
ISSN:
1710-2146
Status:
Published / Disseminated
Refereed:
Yes
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