European Journal of Inclusive Education最新文献

{"title":"Determinants of Mexican Lower Secondary School Students’ Attitudes Toward Inclusive Education","authors":"M. Pozas, Verena Letzel‐Alt","doi":"10.7146/ejie.v1i1.134176","DOIUrl":"https://doi.org/10.7146/ejie.v1i1.134176","url":null,"abstract":"PURPOSE. Given the ever-increasing diversity of the global student body and the individual learning needs of students, the establishment of inclusive educational settings has become still more relevant worldwide. Empirical evidence suggests that the success of inclusive schooling strongly relies on the attitudes of all stakeholders involved. As a result, research has focused intensively on examining the determinants of teacher and parent attitudes toward inclusive education. However, when considering students’ attitudes toward inclusive education, empirical research to date has focused primarily on examining the attitudes (and their determinants) of students without special education needs toward their peers without special education needs, while research on students’ general attitudes toward learning in inclusive educational settings is scarce. Against this background, this study aimed to explore the determinants of Mexican lower secondary school students’ attitudes toward inclusive education. METHODS. A total of 307 Mexican lower secondary students from 20 classes participated voluntarily in this study. The students completed a voluntary online self-report questionnaire on their attitudes toward inclusive education. Based on the literature review on individual and context-level determinants of students’ attitudes, the questionnaire, including data on students’ sociodemographic variables and general self-efficacy, as well as ratings of their teachers differentiated instructional practice, was developed. CONCLUSION. The findings of this study emphasize that solely attending a class together with a peer with special educational needs does not inherently translate into more positive attitudes towards inclusion, but rather the quality of contact and meaningful experiences between students do. Additionally, considering the significant role that students’ general self-efficacy has on their attitudes, the present study calls for appropriate instructional actions and interventions in which students can foster their personal beliefs on how they can engage with other students as well as with educational tasks within inclusive learning settings.","PeriodicalId":150082,"journal":{"name":"European Journal of Inclusive Education","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139244883","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Unveiling Exclusion: A Conceptual Exploration of Parent Pedagogicalisation","authors":"M. Bruin, Anne Nevøy","doi":"10.7146/ejie.v1i1.132566","DOIUrl":"https://doi.org/10.7146/ejie.v1i1.132566","url":null,"abstract":"CONTEXT The study investigates the concept of parent pedagogicalisation, with the aim to explore, as well as articulate, its analytical content. The notion of parent pedagogicalisation involves normalising forces governing parents to take responsibility for children’s educational achievement, especially targeting the child who differs from the norm and whose achievement is at risk. Set against the background of current global educational tendencies aiming at standardisation and marketisation, understandings of ‘normal’ become increasingly narrower, excluding an increasing number of children. The narrowing perceptions of what is considered ‘normal’ induce a fear of exclusion from educational opportunities and subsequent, future citizenship. In this climate, parents are ascribed a significant role in the child’s education. Within this context, and especially in cases involving children considered ‘outside of normalcy’, pedagogicalisation of the parent entails educating parents about how to support their child’s educational achievement.METHODS Through empirical exploration of parents’ narratives, this study investigates the content of the concept of parent pedagogicalisation with the purpose to provide a theoretical lens that may support the identification of pedagogicalizing forces and possible implications for parents and children. The data consists of parents’ narratives on their experiences with educational follow-up after their child’s cochlear implantation. This empirical sample has been strategically chosen, consisting of a specific group of parents, who, in an educational context, are expected to be exposed to pedagogicalisation. The data contains 27 written narrative responses to an online, qualitative questionnaire with open-ended questions, and 14 follow-up interviews. FINDINGS Data analysis identified three key dimensions central to the content of the concept of parent pedagogicalisation, 1) Parents’ perceived need for knowledge, 2) An instrumental perspective on supporting the child’s learning, and 3) No respite. KEY MESSAGE Our proposition is that these dimensions make up the conceptual construct of parent pedagogicalisation. The three interwoven dimensions demonstrate a complexity and width that indicate implications for the parents and children involved. Potential implications are discussed in relation to a) Parents caught in the nexus between empowerment and disempowerment, and b) The pedagogicalisation of parents - a counterproductive paradox. The significance of parental involvement for children’s educational achievement notwithstanding, the analysis shows that parent pedagogicalisation and its inherent normalising practices may be detrimental to the parents and children involved, acting oppressive and exclusionary. Awareness of the mechanisms involved in parent pedagogicalisation may contribute to the identification and reduction of the associated exclusionary forces, thus encouraging a more inclusionary discourse.","PeriodicalId":150082,"journal":{"name":"European Journal of Inclusive Education","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128642151","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}