What children's perspectives tell us about inclusi

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What children's perspectives tell us about inclusion

Time: 4 hours
Level: Introductor

Introduction

Introduction Resource
The underlying premise of this unit is that we are all experts in different ways, and that our different experiences and understandings are of value. Inclusive education is presented and discussed as under...

What children's perspectives tell us about inclusion

What children's perspectives tell us about inclusion Resource
Every child's experience of education is different and this means that inevitably all children will be at different stages of the ‘journey’ towards inclusion that we are considering in this unit. In reflecting..

Why do you come here?

Children's perceptions of play and learning Resource
An innovative study looked at why children thought they came to their particular schools and centres. Researchers collected the things that children said and analysed the ways in which they said them....
How older pupils view school Resource
For older children the work of school becomes less important in itself. Research that explored Scottish secondary school pupils' ideas about why they went to school revealed that for many pupils school...
Gender bias in experiences of education Resource
Research shows that historically boys, in fact, were 70 per cent more likely to receive additional help than girls, when all other factors, such as academic test scores, behaviour ratings and family background,...
Different classrooms, different experiences Resource
The inclusive classroom is one that provides for the learning of a diverse range of children. The pupils in the above example were in streamed secondary education. The 1997 White Paper on education (DfEE,...
Children's attitude to mixed-ability groupings Resource
Sue Lyle interviewed children from a school in Swansea that had run a ‘mixed ability’ and ‘mixed gender’ project designed to improve pupils’ literacy. The tasks in the project were designed so that pupils...

What makes you happy at school?

The importance of friendship Resource
When children are asked about the things that are important in their experience of education one factor appears to be important above all others – friendship.
The effect of bullying Resource
When asked about what makes them unhappy the most commonly cited factor was bullying, either directly of themselves or of others within the school. Children gave the following reasons for feeling unhappy:...
Feeling safe and secure in school Resource
As we noted above, children place importance on feeling safe and secure. This desire could be used as an argument both in favour of and against inclusive education. It is a fundamental characteristic of...

References and Acknowledgements

References Resource
Acknowledgements

References

Allan, J. (1999) Actively Seeking Inclusion: pupils with special needs in mainstream schools, London, Falmer Press.

Alston, J. (1995) Assessing and Promoting Writing Skills, Stafford, NASEN Enterprises Ltd.

Benjamin, S., Nind, M., Hall, K., Collins, J. and Sheehy, K. (2002) ‘Moments of inclusion and exclusion: pupils negotiating classroom contexts’, paper presented at British Educational Research Association Conference, Exeter, September 2002.

Davis, J. M. and Watson, N. (2001) ‘Where are the children's experiences? Analysing social and cultural exclusion in “special” and “mainstream” schools’, Disability & Society, 16(5), pp. 671–87.

Department for Education and Employment (1997) Excellence in Schools, Command paper CM/3681, London, HMSO.

Duffield, J., Allan, J., Turner, E. and Morris, B. (2000) ‘Pupils' voices on achievement: an alternative to the standards agenda’, Cambridge Journal of Education, 30(2).

Farrell, A., Taylor, C., Tennent, L. and Gahan, D. (2002) ‘Listening to children: a study of child and family services’, Early Years: the Journal of International Research and Development, 22(1), pp. 27–38.

Galitis, I. (2002) ‘Stalemate: girls and a mixed-gender chess club’, Gender and Education, 14(1), pp. 71–83.

Harrett, J. (2002) ‘Young children talking: an investigation into the personal stories of Key Stage One infants’, Early Years: the Journal of International Research and Development, 22(1), pp. 19–26.

Keating, I., Fabian, H., Jordan, P., Mavers, D., Roberts, J. (2000) ‘Well, I’ve not done any work today, I don't know why I came to school: perceptions of play in the reception class’, Educational Studies, 26(4), pp. 437–54.

Lyle, S. (1999) ‘An investigation of pupil perceptions of mixed-ability grouping to enhance literacy in children aged 9–10’, Educational Studies, 25(3), pp. 283–96.

Osler, A. (2000) ‘Children's rights, responsibilities and understandings of school discipline’, Research Papers in Education, 15(1), pp. 49–67.

Sacker, A., Schoon, I. and Bartley, M. (2001) ‘Sources of bias in special needs provision inmainstreamprimary schools: evidence from two British cohort studies’, European Journal of Special Needs Education, 16(3), pp. 259–76.

Sheehy, K. and Jenkin, L. (1999) ‘An evaluation of the Teodorescu Perceptuo-Motor Programme of Handwriting’, REACH: The Journal of Special Needs Education in Ireland, 13(1), pp. 35–47.

Whittaker, J., Kenworthy, J. and Crabtree, C. (1998) ‘What children say about school’, Bolton Data for Inclusion Data, 24, September 1998. Available from: http://www.inclusion-boltondata.org.uk/FrontPage/data24.htm (accessed October 2003).

Acknowledgements

The content acknowledged below is Proprietary (see terms and conditions) and is used under licence.

Grateful acknowledgement is made to the following sources:

Illustrations

Pages 101 and 104; courtesy of Down’s Syndrome Association.

Unit Image

jdesiron http://www.flickr.com/photos/jdesiron/140485467/

All other materials included in this unit are derived from content originated at the Open University.