The Development of Inclusive Learning Relationships in Mainstream Settings: A Multimodal Perspective

Autor/inn/en	Efthymiou, Efthymia; Kington, Alison
Titel	The Development of Inclusive Learning Relationships in Mainstream Settings: A Multimodal Perspective
Quelle	In: Cogent Education, 4 (2017) 1, Artikel 1304015 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2017.1304015
Schlagwörter	Mainstreaming; Inclusion; Special Needs Students; Elementary School Students; Elementary School Teachers; Teacher Aides; Qualitative Research; Focus Groups; Educational Practices; Teacher Student Relationship; Accessibility (for Disabled); Teacher Attitudes; Student Attitudes; Foreign Countries; Observation; Semi Structured Interviews; Ethnography; United Kingdom + Suchen Sie Ihr Suchwort? Inklusion; Sonderpädagogischer Förderbedarf; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Handreichung; Lehrerhilfe; Qualitative Forschung; Bildungspraxis; Teacher student relationships; Lehrer-Schüler-Beziehung; Accessibility; Zugänglichkeit; Lehrerverhalten; Schülerverhalten; Ausland; Beobachtung; Ethnografie; Großbritannien
Abstract	The debate regarding the inclusion of children with Special Educational Needs and Disabilities (SEND) in mainstream education in the UK partly revolves around what makes the classroom environment inclusive. Through the potential offered by the specific qualitative methodologies employed, this study aimed to explore the development of teachers' pedagogical practices and learning relationships upon the inclusive education of children with special educational needs and disabilities in two primary school classes. The study considered the views and behaviours of primary school pupils with and without special educational needs, primary school teachers and teaching assistants (TAs) in one mainstream school. Drawing on a multimodal approach to discourse analysis to account for the complex relationships between symbolic and non-verbal modes of classroom signification, the study explored how meaning is produced in classrooms and children's modes of communication, as well as in teachers' practices. The two classes are compared on the basis of teaching observations, interviews, transcripts of dialogues, and analyses of classroom organisation and decoration. This paper suggests that the greatest influence on the educational and social outcomes of students with special educational needs is the behaviour and practices of the classroom teacher. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01