The DreamSpace STEM-21CLD Model as an Aid to Inclusion of Pupils with Special Education Needs

Autor/inn/en	O'Sullivan, Katriona; Bird, Niamh; Marshall, Kevin
Titel	The DreamSpace STEM-21CLD Model as an Aid to Inclusion of Pupils with Special Education Needs
Quelle	In: European Journal of Special Needs Education, 36 (2021) 3, S.469-477 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (O'Sullivan, Katriona)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2020.1762989
Schlagwörter	Inclusion; Students with Disabilities; Teacher Attitudes; Self Efficacy; Teaching Methods; 21st Century Skills; Skill Development; Attitudes toward Disabilities; Attitude Change; Barriers; STEM Education; Student Attitudes; Elementary School Teachers; Secondary School Teachers; Team Teaching; Foreign Countries; Ireland + Suchen Sie Ihr Suchwort? Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Lehrerverhalten; Self-efficacy; Selbstwirksamkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Kompetenzentwicklung; Qualifikationsentwicklung; Attitudinal change; Einstellungsänderung; STEM; Schülerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teamteaching; Ausland; Irland
Abstract	Fostering inclusion of students with Special Education Needs (SEN) within mainstream classroom supports positive education outcomes for all. Teachers' attitudes towards inclusion can also impact; those teachers who perceive themselves as well-trained are more likely to hold positive attitudes towards inclusion. Classroom practices which focus on 21st Century skill development, including collaboration, problem-solving and technology have the potential to positively impact on the education outcomes of students with SEN. The current research sought to explore these themes, and the role a STEM-21st Century Learning by Design (STEM-21CLD) education activity has on teachers' perceptions and attitudes towards, students with SEN. Nineteen teachers who participated in the STEM-21CLD education activity took part in this qualitative study. Thematic analyses revealed that teachers perceived students differently following participation in the STEM-21CLD activity. Teachers reported seeing students as more confident and capable of leadership. Teachers attitudes towards student with SEN were positively impacted, with a skill focused classroom seen as having a positive influence. Teachers described practical constraints; withdrawal of students for supplementary learning support can mean that these students 'miss out' on skill focused learning activities. We argue that the STEM-21CLD learning approach can facilitate teachers to consider inclusive classroom practices in new and innovative ways. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01