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

Efthymiou, E. and Kington, Alison (2017) The Development of Inclusive Learning Relationships in Mainstream Settings: A Multimodal Perspective. Cogent Education, 4 (1). pp. 1-22. ISSN 2331-186X

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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.

Item Type: Article
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Uncontrolled Keywords: inclusion, pedagogy, classroom relationships, qualitative methods, multimodality, discourse,
Subjects: B Philosophy. Psychology. Religion > BF Psychology
L Education > L Education (General)
L Education > LB Theory and practice of education
L Education > LB Theory and practice of education > LB1501 Primary Education
Divisions: Academic Departments > Institute of Education
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Copyright Info: Open Access article, © 2017 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license.
Depositing User: Alison Kington
Date Deposited: 31 Mar 2017 08:37
Last Modified: 31 Mar 2017 08:37
URI: https://eprints.worc.ac.uk/id/eprint/5425

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