University of Worcester Worcester Research and Publications
 
  USER PANEL:
  ABOUT THE COLLECTION:
  CONTACT DETAILS:

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

Efthymiou, E. and Kington, Alison ORCID: https://orcid.org/0000-0001-5619-2353 (2017) The Development of Inclusive Learning Relationships in Mainstream Settings: A Multimodal Perspective. Cogent Education, 4 (1). pp. 1-22. ISSN 2331-186X

[img]
Preview
Text
Efthymiou & Kington 2017.pdf - Published Version
Available under License Creative Commons Attribution.

Download (573kB) | Preview

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
Additional Information:

The full-text can be accessed via the Official URL.

© 2017 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license.

Uncontrolled Discrete 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: College of Arts, Humanities and Education > School of Education
Related URLs:
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: 17 Jun 2020 17:16
URI: https://eprints.worc.ac.uk/id/eprint/5425

Actions (login required)

View Item View Item
 
     
Worcester Research and Publications is powered by EPrints 3 which is developed by the School of Electronics and Computer Science at the University of Southampton. More information and software credits.