Carers as mentors in inclusion: The case of Cyprus

Q3 Social Sciences

Journal of Pedagogy Pub Date : 2023-12-01 DOI:10.2478/jped-2023-0010

Constantia A. Charalampous

引用次数: 0

Abstract

Abstract Despite the progress in education in recent years, the marginalization of students identified as having special educational needs (SEN) persists. Students characterized as having SEN is one of the factors that could change the status quo and lead to greater inclusion. The current research project adopted a mixed methodology to investigate this possibility. The research was conducted in five secondary schools in Cyprus, and 138 people participated. As the research is now complete, we can conclude that carers of students characterized as having SEN can act as mentors of both SEN children and non-SEN childrens

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照顾者是融入社会的导师：塞浦路斯的案例

摘要尽管近年来教育取得了进步，但被认定为有特殊教育需要（SEN）的学生仍被边缘化。被认定为有特殊教育需要的学生是改变现状、实现更大程度全纳的因素之一。本研究项目采用混合方法来调查这种可能性。研究在塞浦路斯的五所中学进行，共有 138 人参与。随着研究的完成，我们可以得出结论，有特殊教育需要学生的照顾者既可以作为有特殊教育需要儿童的导师，也可以作为无特殊教育需要儿童的导师。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Pedagogy Social Sciences-Education

CiteScore

1.10

自引率

0.00%

发文量

审稿时长

20 weeks

期刊介绍： The Journal of Pedagogy (JoP) publishes outstanding educational research from a wide range of conceptual, theoretical, and empirical traditions. Diverse perspectives, critiques, and theories related to pedagogy – broadly conceptualized as intentional and political teaching and learning across many spaces, disciplines, and discourses – are welcome, from authors seeking a critical, international audience for their work. All manuscripts of sufficient complexity and rigor will be given full review. In particular, JoP seeks to publish scholarship that is critical of oppressive systems and the ways in which traditional and/or “commonsensical” pedagogical practices function to reproduce oppressive conditions and outcomes. Scholarship focused on macro, micro and meso level educational phenomena are welcome. JoP encourages authors to analyse and create alternative spaces within which such phenomena impact on and influence pedagogical practice in many different ways, from classrooms to forms of public pedagogy, and the myriad spaces in between. Manuscripts should be written for a broad, diverse, international audience of either researchers and/or practitioners. Accepted manuscripts will be available free to the public through JoP’s open-access policies, as well as featured in Elsevier''s Scopus indexing service, ERIC, and others.