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Encouraging voices: Listening to young people who have been marginalised
Abstract
When provided with an opportunity to reflect upon their experiences of education, young people can often offer insights into those procedures and actions which have either supported or inhibited learning. In this article Richard Rose and Michael Shevlin describe how a team of researchers came together with a group of young people from marginalized communities, including those with disabilities, from refugee families or from ethnic minorities to explore the ways in which they had been included or excluded by the education system. The project described involved a team of people drawn from the UK and the Republic of Ireland. Their work focused upon the experiences of young people who were concerned to tell their stories and, in so doing, inform teachers and education policy makers about the steps which may be taken to enable the inclusion agenda to be more thoughtfully addressed
... (2014) discuss belonging as shaping who children are and who they can become. Whilst these views initially appear to reflect the dominant discourses of childhood in the twentieth century (Devine, 2003;Rose and Shevlin, 2004), on closer scrutiny the difference here lies in Papatheodorou's use of the word 'interconnectedness'. Rather than the three terms being discrete and separate, they form part of a more holistic approach to education for young children. is no specific mention of the word belonging in the early years curriculum framework (EYFS) (DfE, 2014), however, there is recognition of the importance of relationships. It states that "children learn to be strong and independent through positive relationships", and that they learn and develop well when "their experiences respond to their individual needs and there is a strong partnership between practitioners and parents and/or carer" (DfE, 2014, p.3). ...
... Here, Eriksson (2010) reflects humanistic values, which are in accordance with Merry's (2002) view that children should be able to take responsibility for their experiences. This further reflects Rose and Shevlin's (2004) image of children as active agents and as human beings in their own right, not simply as 'adults in waiting'. As such, social pedagogy works in the 'here and now' and uses 'the moment' as the space and place of pedagogic practice. ...
... In addition to considering practitioners' values, work in the philosophy of early education (Moss et al., 2000;Dahlberg and Moss, 2005), and in the attention to some aspects of successful practice (Rinaldi 2005), moves towards the notion of a 'listening pedagogy'. In concordance with some authors, (see Freire, 1970;Rose and Shevlin, 2004;Dahlberg et al., 2006), this pedagogy recognises and celebrates young children as active and powerful agents in their own learning and development. Furthermore, it endorses the notion proffered by Pascal and Bertram (2009), that by listening to children's views it is possible to understand their priorities, interests and concerns, and how they feel about themselves and their lives. ...
The aim of this study is to illuminate children’s perceived notions of inclusion in their pedagogical activities in the Reception class. It also seeks to ascertain how practitioners (teachers, nursery nurses and teaching assistants) respond to children’s comments, and whether they can utilise children’s perceptions to inform their pedagogical practice.
Empirical research was conducted using qualitative methodology. Reception classes in infant and primary schools in the North of England were selected. Extensive data were gathered with forty children and seven practitioners over a six week period in each of the schools. This included collecting field notes; undertaking observations of children in pedagogical activities; conducting group and individual interviews with children; and individual interviews with practitioners. Participative tools, including photographs and drawings, were used to engage with children’s voices, since this was central to the research aim.
All data were systematically analysed and an overall understanding was gained of children’s perceived notions of inclusion. These resonate with two dimensions: belonging and relationships (with practitioner and/or child); and democratic pedagogies. Moreover, the research offers a new critique to child-centred pedagogies, which affords greater insight into younger children’s perceptions of inclusion, than have been presented in the literature thus far.
Whilst acknowledging the small sample of practitioners, the study’s findings are of note when analysed alongside other empirical research. The findings reveal that practitioners involved in this study retain some resistance to responding to the views of young children. Moreover, the findings identify that there is limited evidence of practitioners’ serious reconsideration of planning regarding children’s perceived notions of inclusion, and that they require a shift in their reasoning. Furthermore, they signify the necessity for greater emphasis on the importance of engaging with children’s voices in the training of newly qualified teachers, and the ongoing professional development for all practitioners in early years.
... There is a doubt that students have the maturity, skills and experience to review the problematic situations and complicated relationships in schools. However, many researchers have urged the need to empower students and listen to them more (Blossing, 2005;Fielding, 2001;Rose, 2004;Schratz, 2005;Wall, 2005) especially regarding local change initiatives that are related directly to them in classrooms. ...
... The current practices in school environment do not favour students and their involvement is not taken seriously. Many studies offer suggestions to improve students' involvement like changing the existing discourse of teaching, learning and organization (Schratz, 2005), creating an opportunity for them to express their concerns (Rose, 2004), finding alternative communication mechanisms to improve their voice (Fielding, 2001;Schratz, 2005), directly involving them in any disagreement resolution with authority, and improving the current legislation regarding children's rights (Soar, 2006). ...
... Listening and consulting students regarding issues which affect their lives is protected under the United Nations Conventions of the Rights of the Child (Rose, 2004;Soar, 2006;Wall, 2005). Soar (2006) said that recent legislation by SEN Code of Practice UK has protected students rights to have their voice heard from making decisions to setting learning targets, choice of schools, in assessment of their needs, their involvement in transition planning, and their direct involvement in any disagreement resolution. ...
This paper examines the views of students regarding educational change in Smart Schools. The views of students are often been neglected in the process of implementing change in schools. Data from this paper is part of survey study which took place in Selangor and Negeri Sembilan. The data was drawn from 365 students in twelve Smart Schools. The findings show that students’ attitudes were very positive towards the Smart School initiative. Most of them disagreed with the negative statements posted about Smart Schools which shows that they were very positive and welcomed changes in their schools.
... To address such limitations, researchers have indicated the need to incorporate students' perspectives in designing educational GenAI applications and TAs to comprehensively understand student needs in such learning environments (Rose & Shevlin, 2004). Previous research in this field has investigated students' perceptions of general TAs (Biaswas et al., 2016) or general GenAI technologies, such as ChatGPT rather than a specific application like a GenAI-powered TA (Chan & Hu, 2023). ...
Ongoing advancements in Generative AI (GenAI) have boosted the potential of applying long-standing learning-by-teaching practices in the form of a teachable agent (TA). Despite the recognized roles and opportunities of TAs, less is known about how GenAI could create synergy or introduce challenges in TAs and how students perceived the application of GenAI in TAs. This study explored middle school students perceived roles, benefits, and challenges of GenAI-powered TAs in an authentic mathematics classroom. Through classroom observation, focus-group interviews, and open-ended surveys of 108 sixth-grade students, we found that students expected the GenAI-powered TA to serve as a learning companion, facilitator, and collaborative problem-solver. Students also expressed the benefits and challenges of GenAI-powered TAs. This study provides implications for the design of educational AI and AI-assisted instruction.
... Also, an engagement-oriented school promotes collaborative learning among pupils where there is an opportunity for all of them to work together to execute assigned tasks, and to assist one another where necessary. Extending the fields of social inclusion and learner engagement further is learner voice, espoused in the works of (2015), Shirley (2015), Flynn (2014), Robinson (2014), Fielding (2012Fielding ( , 2008Fielding ( , 2004, Flutter and Rudduck (2004), Rose and Shevlin (2004) and McBeath et al., (2003). Based on these studies, learner voice involves the perspectives of children regarding the way the school is affecting their education in a mainstream setting. ...
This survey investigated whether social inclusion influences education for all pupils in state mainstream schools in Cross River State, Nigeria. Two research questions, and hypotheses, were posed for the study. 704 pupils were drawn from eight public primary schools located across the education zones of the state to participate in the study. The social inclusion and mainstream schooling questionnaire (SIMSQ) were utilised to generate data. Following the social inclusion theory, data was analysed using the Pearson product-moment correlation coefficient via SPSS software. Findings revealed that policy on inclusion and learner engagement significantly influence education for all pupils in mainstream schools within the context. It is therefore recommended that: the government of Nigeria should revise the national policy on education to properly emphasise mainstream schooling for inclusion to be effective in general schools; special schools should be abolished to give way to mainstream schools; the idea of parity in education can be broadened to inclusion of all children in education; awareness campaigns should be conducted regularly to educate stakeholders about general schools based on social inclusion, and to get their support; pro inclusion laws should be enacted to give legal backing to mainstream schooling; Nigeria should give force to inclusion to make it compulsory for all pupils to receive education in mainstream schools; substantial empirical studies have to be conducted in Nigeria to spark a policy change in the direction of mainstreaming in the country
... He engages with the idea that diversity is brought about by various cultural encounters and that individuals from post-colonial cultures can only be described as having 'cultural hybridity'-the mixture of cultural influences that allows the mixing of both the colonised country and pre-existing traditional customs [84]. Bhabha focuses on 'mimicry' as a means by which the colonised adapt the culture (language, clothing, food, education, etc.) of the coloniser [85,94,95]. A study by Hutnik and Street [96] reveals how British Indians' self-categorised differently in specific cultural contexts, while another study by Modood et al. [97] discloses the complex ways in which young British people of Caribbean and Asian origin manage to retain the aspects of older cultural practices, yet at the same time modify some to allow modification. ...
A developed conceptual model to understanding experiences of young people with ethnic heritage is explored in this chapter. Through a synthesis of some of the traditional approaches to identity and personality, the author argues for the move towards a more comprehensive, extensive, and evolving approach to understanding lived experiences: the conduct of everyday life. Coupled to that is an understanding of the continuity of experiences using the concept of Personhood in Practice to articulate young people’s learning and development in the context of lived experiences. Bringing together such approaches, the chapter presents an integrative review showing the development of a conceptual model. It gives an example of how such model was used in my PhD research to draw findings to understand the experiences of an under-researched and overlooked community: the British Yemenis.
... They emphasize the need to examine students' experiences within inclusive settings, especially since inclusion is not a static process but rather a dynamic one happening at the interface between teacher and student, students and peers, and students and school environment (Adderley et al., 2015). It was argued by Rose and Shevlin (2004) that providing opportunities to those who have been previously denied can be enabled only by listening to students' voices. This shortage in research using students' voices was found across categories of students (Yang et al., 2012). ...
This chapter offers an introductory overview of the concept of inclusive education and its relevance in the Lebanese educational context. The chapter commences by providing a comprehensive overview of existing literature and empirical evidence on the effects of inclusive education for both regular and special needs students. In doing so, it highlights the potential benefits of this pedagogical approach for all students. Subsequently, the chapter outlines the contemporary definition of inclusive education and examines its implementation in the Lebanese educational context. The chapter also highlights the dearth of empirical studies examining the effectiveness of inclusive education and its effects on students’ academic performance. Additionally, the chapter addresses the existing challenges and prospects for inclusive education in the Lebanese educational system. Overall, the chapter aims to provide a foundation for further research and practices in the domain of student inclusion within the Lebanese context.
... Daarnaast zijn er ook in het onderwijs ervaringen met het ruimte geven voor de stem van leerlingen (Rose & Shevlin, 2004). In Nederland zijn innovatieve onderwijsvormen als Democratische scholen en Agora-scholen daar (heel verschillende) voorbeelden van. ...
In het programma ‘Agency arrangeren’ onderzoeken we welke elementen in activiteiten voor en met jongeren (12-18 jaar) deze jongeren ondersteunen in het ontwikkelen van ‘agency’. We richten ons daarbij op jongeren die in een achterstandspositie verkeren en/of anderszins kwetsbaar zijn. Het ervaren van agency draagt bij aan zowel het persoonlijke welzijn als de maatschappelijke participatie en betrokkenheid van jongeren. In hoofdstuk 2 komen we op basis van literatuur tot een eigen definitie van en visie op agency. In hoofdstuk 3 gaan we in op de vraag hoe omgevingen gearrangeerd kunnen worden die ruimte bieden voor agency van jongeren en die de ontwikkeling van agency stimuleren, Tot slot brengen we in hoofdstuk 4 kort samen hoe we uit te literatuur tot een onderzoeksfocus komen voor de volgende fasen van dit programma.
... It has also been found that doing research can also raise young people's self-awareness, self-confidence, and ability to make accurate judgements about things they have studied (Rose and Shevlin, 2004). For children situated in places of stress or conflict, research also offers them an important learning opportunity -one where they can be a part of identifying problems and solutions to those problems (Hart and Tyrer, 2006). ...
What does it take to involve children directly in the research process? Through
theory, practice, empirical studies and essays, this chapter is structured to address two different questions that a sceptic might read into the title of this chapter: ‘CHILDREN as researchers?’ and ‘Children as RESEARCHERS?’ In trying to understand what the answer to the first question might entail, how children are regarded in different research traditions and what implications those perspectives have for how we involve children in any research process are briefly presented. In exploring what the answer to the second question might entail, methodological and research design considerations for how we can effectively involve children in the research process itself, and the risks and benefits associated with involving children at all are presented. The discussion continues with a series of questions about important ethical considerations that this new and rapidly expanding research approach poses to us as adult researchers – both when responding to research done by children and, surely more and more, when collaborating with children in our own research. It ends with some brief suggestions from the literature for how to effectively conduct one’s own research with child collaborators.
... Youth work, social work and allied specialisms, international development and human geography are some of the fields that have adopted PR, bringing with them an expectation that those at the heart of the research would be in an optimal place to identify and analyse their concerns, and thus create context-sensitive solutions. Historically, children have been denied the right to make decisions about matters affecting them, being viewed as inexperienced and incapable of making rational decisions (Cunningham 1996); vulnerable, innocent and adhering to societal norms (Rose and Shevlin 2004). However, the realization that children's views would be taken seriously in PR, in the educational domain, was developing at a slower rate relative to professional specialisms such as social work (Clark 2004). ...
Participatory Research (PR), which places participants at the foreground, is an evolving field spanning several disciplines. This article critiques conceptual tensions surrounding the notion of participation itself and how PR tenets can be engaged with children (under 18). We propose an innovative heuristic framework to be used flexibly by the adult facilitator to aid decision-making when seeking balance between intervention and giving young participants room for expression. It serves as an aide memoire to facilitate cognisance of issues of control and directiveness that could potentially diminish children’s voices, containing more explicit emphasis on the necessary movement between modes of adult facilitator involvement than existing PR models. Our proposed modes, ‘organic and unbridled’, ‘organic yet enabling’, ‘enabled and shaping’, are fleshed out and illustrated with reference to our own PR projects. We relate these modes to easily-called-to-mind notions, inspired by the metaphor of the choreography of dance: ‘stepping-in’; ‘stepping-out’; ‘stepping-on-toes’.
... Relationships with peers, teachers, and groups outside of school can influence educational trajectories. Relationships with teachers and their expectations can be a crucial element in the educational success or failure of students from marginalised groups (Rose and Shevlin, 2004). Sometimes relationships that are developed may conflict with one another -e.g. a teacher vs a parent, as discussed in the findings. ...
... The importance of listening to the voices of insiders is emphasised by many authors (e.g. Rose and Shevlin, 2004;French andSwain, 2000 andOliver, 2000) who draw attention to the multiplicity of meanings available in relation to insider perspectives, and to the issue of accessing insiders" perspectives and interpreting these. In this paper, the notion of "voice" is used to describe the views and thoughts of children, community members and service providers (NGOs and the government). ...
... To enable a space for students' influence on social inclusion and effectively address social inclusion, the perspectives of students should be explored. Rose and Shevlin (2004) state that policy implementation, interventions, and future developments have a better chance of affectivity when students' input is considered, especially the perspectives of students who are experiencing low social inclusion (Adderley et al., 2015). Despite the trend of including students in educational research as illustrated above, the students' perspectives regarding social inclusion remains rare (Calder et al., 2013). ...
Changing attitudes towards disabilities have resulted in corresponding transformations in social justice and human rights issues that have led to an increase in inclusive education practices across the world and a corresponding change in emphasis to address social inclusion of students with disability in the inclusive classroom. Research indicates that students with disabilities do not automatically benefit from the opportunities of inclusive education. To understand the situation of these students, their perspectives should be reported. The following paper reports results of three international studies from Australia, Indonesia, and the Netherlands, whereby students with disabilities were provided an opportunity to express their thoughts and perceptions regarding friendships and acceptance in the inclusive classroom, using a range of methodologies. Despite differences in culture and abilities, the students across all three studies highlighted the importance of having a friend and being socially accepted by their peers.
... It seems that the most unfamiliar voices in the field of inclusive education were the voices of students, even though the issue of listening to students' voices in relation to inclusive education has been gaining ground over the last years (e.g. Ainscow et al., 1999;Allan, 1999;Penrose et al., 2001;Rose and Shevlin, 2004;Vlachou, 1997). Roaf (2002) argues that researching children's views in relation to inclusive education has great potential in terms of improving children's experience of education on the one hand and teachers' understanding of their pupils on the other hand. ...
This paper argues for the need to engage with the views of children in primary schools as a way of promoting inclusive education. One example from one primary school, where the views of children were explored in order to develop further the school’s practices, will be used to illustrate this argument. Methodological considerations, the benefits as well as the challenges associated with the process will be discussed.
... There may also be a reluctance to relinquish power/control over the child [28]. This may explain why school children with additional needs are rarely included when decisions are being made about their supports [20,39,40] and/or even when they are present, they have little influence in shaping the outcome of such decisions [20,41]. Based on these findings, our third premise to underpin IPC is that the child is a human being in their own right. ...
Purpose: To ascertain stakeholders’ agreement and disagreement about inter-professional collaboration (IPC) when supporting the child with a developmental language disorder (DLD) in school.
Materials and methods: Two rounds of an online Delphi survey were undertaken with a purposive sample of 26 participants (researchers, practitioners and parents). Topics were informed by the views of children engaged in an earlier phase of the research. Agreement was set at an inter-quartile range of 1, with level of agreement measured using a five-point semantic differential scale. Qualitative data were examined using content analysis.
Results: There was strong agreement across the stakeholder groups about the child-led goals of IPC. Stakeholders also agreed that DLD is best viewed as a learning difference rather than a disorder. We identified ambivalence across the groups about the right of the child with DLD to have influence in decision-making about supports in school.
Conclusions: We propose that IPC should be viewed as a means of ensuring the inclusion of the child in school. A shift in focus from remediating perceived deficits of the child, to affecting change in classroom practice, is also indicated. The need to reinforce the unconditional right of the child to have influence in decisions about supports is highlighted. Implications for IPC when meeting the needs of children with a developmental disability in school are outlined.
• IMPLICATIONS FOR REHABILITATION
• The goal of inter-professional collaboration should be to ensure the inclusion of the child with a developmental disability in school.
• Interventions delivered in school should focus on changing practice in the classroom, rather than on the child’s perceived deficits.
• The child with a developmental disability should be given influence in collaborative decision-making to ensure supports are relevant and responsive to their needs.
... Slee (2019) discusses the difficulties of promoting inclusion and belonging in schools in a system where social exclusion is engrained. In Ireland, research examines what has been achieved at a systemic level in efforts to establish a truly inclusive educational experience for students (NCSE, 2016;Rose & Shevlin, 2004;Shevlin et al., 2002;Shevlin & Rose, 2008). Shevlin et al. (2002), for example, find little evidence of systemic planning to support inclusive practice in mainstream schools for students with disabilities. ...
The use of ‘soft barriers’ to deter students with special educational needs (SEN) from accessing some schools has been reported in the Irish media. This article investigates the influence of ethos and culture on access to and inclusive practice in mainstream schools in Ireland. Ethos and culture are nebulous concepts yet are integral to how schools operate, how they present themselves and how they are perceived by the public. Findings from a small-scale, qualitative research study are used to illustrate this. In the study, the understandings and attitudes of principals, special education teachers and guidance counsellors in mainstream schools in relation to students with Social, Emotional and Behavioural Difficulties (SEBD) are investigated through the use of questionnaires and semi-structured interviews. In line with international experiences, an argument is presented suggesting that many sections of the education system in Ireland, while seemingly having been irrevocably transformed in response to national policy on inclusion, preserve very traditional structures, organisation and attitudes due to issues of ethos and culture remaining largely unchallenged in the inclusion debate. This phenomenon appears to have greater impact at post-primary level. Cosmetic, surface-level changes impede meaningful, systemic change in terms of access and inclusive practice.
... It seems that the most unfamiliar voices in the field of inclusive education were the voices of students, even though the issue of listening to students' voices in relation to inclusive education has been gaining ground over the last years (e.g. Ainscow et al., 1999;Allan, 1999;Penrose et al., 2001;Rose and Shevlin, 2004;Vlachou, 1997). Roaf (2002) argues that researching children's views in relation to inclusive education has great potential in terms of improving children's experience of education on the one hand and teachers' understanding of their pupils on the other hand. ...
Se puede descargasr el monográfico accediendo a este link:
https://www.revista.vocesdelaeducacion.com.mx/index.php/voces
... The advantages to be gained from listening to the voices of children when conducting research have been well documented (Lewis & Lindsay, 1999;Rose & Shevlin, 2004). Much of the justification for adopting this approach has been couched in the language of human rights (Castelle, 1990;Lundy & McEvoy, 2011), with a proposal that children should be collaborators in research rather than simply the subjects of investigation. ...
This paper reports the opportunities and challenges faced by first generation learners, all of whom were designated as being from scheduled tribes and scheduled castes, accessing education in a rural community in the state of Maharashtra, India. The design of the research and the methods used for this child-centred study aimed to generate data to enable reflection on the reallife complexities experienced by children in this situation. Ten case studies based around individual children who shared common experiences were developed. These children had attended the local Zilla Parishad School (Government funded school) in the past and were enrolled at a Non-Governmental Organisation (NGO) funded school at the time of the investigation. The ten case studies focused on those antecedents, contextual factors, perceptions and attitudes towards education that had shaped the experiences of the children. Their personal circumstances, opportunities and challenges emanating from their social, economic, cultural and political environments are discussed.
... The approach was qualitative followed by conventional content analysis. Such studies help illuminate the reality through collaborative interaction with the participants (Finlay, 2009) and facilitate the researchers' hearing of participants' voices (Rose & Shevlin, 2004 ). To understand participants' childhood experiences, semi-structured interviews were organised. ...
Abstract
Compulsive sexual behaviour is a disorder causing substantial social damage. Understanding the experiences of individuals with this disorder can help prevent and mitigate its consequences. Researchers conducted an independent content analysis of the data obtained through qualitative methods in the cities of Shiraz and Tehran in Iran. A total of 19 women aged 20–35 years receiving treatment for their sexual compulsivity as well as a therapist were interviewed. Five main categories emerged from the data, including the resentful emotional duality (having contradictory or paradoxical emotions simultaneously, such as love versus hate and rage versus fear) felt towards their father and men in general, an early aberrant social experience (premature exposure to sexual relations) and an abnormal perception of love. It appears that the weak cultural and educational structures in place and interpersonal communication disorders contribute significantly to the formation of hyper-sexuality.
Keywords Compulsive sexual behaviour, childhood experiences, women, Iran
... The active participants in the development of inclusive education are policy-makers, school boards, teachers and parents, who therefore influence the students' everyday lives (Woodhead and Faulkner 2000). This practice does not accord with the advice of Rose and Shevlin (2004), who advocate that implementations, interventions and future developments have a better chance of being effective if students' voices are listened to, because the needs and perspectives of the students will be included in the development of their education. This explorative study aims to gain better understanding of experiences of socially excluded primary school students with social and emotional problems and behavioural difficulties (SEBD), and to uncover which social problem-solving approaches these students use and prefer to resolve social exclusion. ...
Advocates of inclusive education argue that the social inclusion of students with special educational needs (SEN) increases when they are educated with typically developing peers. However, research indicates that this is not aparent for all students with SEN. Students with social, emotional and behavioural difficulties (SEBD) are often socially excluded. To understand the situation of these students, their voices should be heard. The aim of the current exlorative study was to gain insight into: (1) the experiences of students with SEBD regarding victimisation and social exclusion, and (2) the approaches they applied and preferred resolving social problems. We conducted semi-structured interviews with 28 socially excluded students from grades 5 and 6, attending general (N = 6) and segregated special (N = 21) primary education. The particiants were promted to talk about their own experiences using hypothetical scenarios. The interviews were analysed using a multi-grounded theory approach. The results show that students preferred different approaches to resolving these social problems than the applied approaches. They would have liked to have seen their peers and teachers to show more initiative. In line with these results, the need to listen to the students’ voices are emphasised.
... This qualitative study was conducted using a conventional content analysis approach. This method was found suitable for understanding a phenomenon in the real world and hearing the voice of participants (Polit & Beck, 2008;Rose & Shevlin, 2004). Content analysis is an appropriate method for the valid analysis of textual data and their related aspects. ...
This is the first study in Iran to explore the facilitators of and barriers to compulsive sexual behavior from the perspectives of Iranian women. This qualitative study using the conventional content analysis approach was conducted in two urban areas of Iran. Data collection was performed using 31 in-depth individual interviews and three group interviews. It was found that facilitators were “family structure and strict rules,” “personal capacity and vulnerability,” “needs and motivations,” and “cultural and value factors.” In addition, barriers were “positive opportunities,” “appropriate education and positive role models.”
... The relationships between children with SEN and their peers may differ significantly from the relationship between typically developing peers. Norwich and Kelly (2004) suggested typically developing peers took on a role of caring and helping, while Rose and Shevlin (2004) indicated a relationship based on pity and sympathy rather than reciprocal friendship. ...
... This research is part of a larger project addressing the concerns and experiences of young people in care or those dealing with other difficulties/disabilities and in particular the issue that they have things to say but often lack the means to be heard (Rose & Shevlin, 2004) (Satchwell, 2016). Unfortunately, media stories often reinforce and actively construct negative perceptions about these young people and even when such characters appear in literature they are often portrayed marginalized or stereotyped. ...
Telling the stories of people that have come through the care system is an important task, not only to let the wider public understand the issues that these people face but to help those on their way into the care system as well. These transformative stories written and researched by those same young people that have traversed the care system, required a novel method of portrayal. To that end the young people were given tools that enabled them to help in the design of physical/digital hybrid objects that would allow people to truly interact with the stories. This paper discusses how the research team approached giving the young people those tools and the outputs that those people then produced. By enabling the young people as co-researchers a further depth of discovery was achieved that wouldn’t have been possible without that same input.
... The relationships between children with SEN and their peers may differ significantly from the relationship between typically developing peers. Norwich and Kelly (2004) suggested typically developing peers took on a role of caring and helping, while Rose and Shevlin (2004) indicated a relationship based on pity and sympathy rather than reciprocal friendship. ...
This paper discusses advantages of taking a Critical Discourse Analysis (CDA) approach to examine a policy document: “Born Global: implications for Higher Education” (British Academy, 2016). An adaptation of Hyatt’s (2013) CDA framework is useful for analysing the document’s linguistic features. This paper gives examples of the use of Hyatt’s categories to show that the document encapsulates a particular discourse, the justification of language learning through economic considerations. Linguistic features of the report – the choices of verbs, nouns and adjectives, use of tenses and passive voice, unheralded removal of hedging, and definite articles – all give the impression of factual evidence, whereas they disguise unresolved contradictions. CDA shows that the economic rationale in the document is tenuous.
http://epapers.bham.ac.uk/2979/1/Full_Book_Research_conference_November_2016.pdf
... The educational establishment has ignored the voice of marginalised learners, and as a result, they are accorded little or no status in decision-making (Rose & Shevlin, 2004). Messiou (2012b) contends that listening to the voices of marginalised learners provides an opportunity to confront marginalisation and to promote inclusion. ...
Listening to the voices of learners, also referred to as ‘student voice’, ‘pupil voice’ or ‘insider
perspective’, is an aspect of inclusive education research that views learners as experts on their
own lives, and provides insight into school subcultures that are relatively inaccessible to adults.
This study listened to the voices of eleven young schooling mothers to find out the factors that
help or hinder their successful completion of high school.
A participatory methodology was used to listen to learners’ voices. The study’s model of
inclusive research involved using a participatory approach in which the young schooling mothers
assumed the role of co-researchers. The multiple data collection methods employed recognise
the values of community, respect for diversity and belonging also enabled inclusive engagement
by building on the participants' strengths and encouraged meaningful participation. I collected
data using cellphone messaging, learners’ journals, interviews, focus group discussions and
video interviews. The multiple opportunities provided to the learners to speak about their school
experiences highlighted the efficacy of the methods and revealed the learners’ preferences. Data
was analysed using phenomenography, an approach that identified the qualitatively different
ways in which the experiences of the young schooling mothers could be understood.
The study found that learner-managed methods (cell phone messaging, journaling and learners’
video interviews) provided unique and authentic perspectives into the young mothers’ private
lives. The learners stated that they felt included in school by being involved in the research and
by voicing their experiences of school as young schooling mothers. The young schooling
mothers experienced school and schooling as rapidly changing experiences of inclusion,
exclusion and marginalisation. The learners identified situations when they could be treated as
both the same as, and different from other learners. Recommendations to ensure the learners
successful completion of high school include a differentiated recognition of difference approach
and a review of policy based on a non-judgmental construction of young motherhood.
Key Terms: inclusive education, inclusion, voice research, young schooling mothers,
phenomenography, exclusion, marginalisation, high school
... Losing collective and integrated partnerships within communities and a place of learning and belonging can lead to further marginalisation not only for these young people , but also their families and significant adults and services working for them ( te Riele 2006 ; Kim and Taylor 2008 , 217 ) . By ' listening to the opinions of young people ' ( Rose and Shelvin 2004 , 160 ) interviewed whilst attending Stepping Back In , we share their ' lived experiences ' ( van Manen , McClelland , and Plihal 2007 , 87 ) to argue that they are not the bad kids of the school ' on the wrong side of the tracks ' ( te Riele 2008 , 5 ) , but caught up in a ' vicious circle of even greater marketization and even more controlling technologies and outcomes ' ( Fielding and Moss 2011 , 38 ) ' that take little account of the life circumstances ' ( McGregor and Mills 2012 , 846 ) . ...
This paper invokes the voices of young people who had been separated from mainstream schooling because they were positioned as ‘disengaged’ and ‘at risk of failing’. The authors argue that streaming students out of schooling needs serious questioning as an escalating number of young people are framed as non-performers within a globally competitive educational market. Throughout the paper we use critical ethnographic slices to expose the experiences of the 24 young people interviewed who together with mentors shared personal insights whilst attending a re-engagement programme in Australia in the year 2010. Their responses unearth a ‘wickedness’ and a preoccupation during their schooling with performance and school improvement. In response, we privilege student interpretations of their own marginalisation as an activist form of ‘speaking back’ to the social and economic conditions and limitations dominating their lives.
... Research evidence has highlighted variable participatory experiences amongst pupils with SEN. This ranges from positive peer social networks (Guralnick, 2010), increased autonomy (Pavey, 2003), and active involvement in learning (NatSIP, 2012;Lawson, 2003) to participation that is constrained by low teacher expectations (Rose and Shevlin, 2004), limited differentiation and academic engagement (McCoy and Banks, 2012;Rock et al., 2008), tokenistic involvement (Lawson, 2010), exclusionary practice (MacCartney and Morton, 2011) and peer isolation (Koster et al., 2010). Other studies have illustrated that whilst children value the support provided by classroom assistance (Tucker, 2009;Fraser and Meadows, 2008;NDA, 2007) they also crave independence and freedom to interact with peers (Prunty et al., 2012). ...
This report focuses on capacity building to support the inclusion of children with special educational needs (SEN) within the mainstream school sector. The issue is explored in relation to the role of the Special Needs Assistant (SNA) in Ireland and Classroom Assistant (CA) in Northern Ireland. Adopting a rights-based approach, the report analysed existing provision for SEN within inclusive policy frameworks; explored the research evidence in relation to the role and function of the SNA and CA; identified exemplars of good practice in other jurisdictions; and made recommendations to inform the capacity-building potential of SNAs and CAs.
... Recent research into pupil participation for pupils with SEN in schools has demonstrated a willingness on the part of some teachers and other professionals to explore the means by which greater participation can be achieved (Shevlin and Rose, 2003;Rose and Shevlin, 2004;MacConville, 2007;Paige-Smith and Rix, 2011). In many instances the researchers involved in these studies have collated the experiences of young people, which oft en demonstrate how they have been marginalized or excluded from the everyday experiences which are aff orded to other individuals. ...
Agency and Participation in Childhood and Youth presents new critical engagement in conceptualising the roles of youth agency and participation in education, development and the pursuit of social justice. Theoretically, the book is framed within the paradigm of the capability approach, initially developed by Nobel Laureate, Amartya Sen, and further differentiated by others, including philosopher, Martha Nussbaum. The book unravels the complex relationships between the nature of youth agency and participation, in education, but also in wider political, economic and social arenas, and the potential of young people to expand their freedoms to lead lives they have reason to value. It is thus argued that ethical, sustainable development is contingent on the nature of youth agency and participation in schooling and further afield.
Bringing together leading international experts researching children’s capabilities, Agency and Participation in Childhood and Youth offers a unique exploration of links between exciting new areas of development in theory, research and practical applications of Sen and Nussbaum’s ideas. The book addresses a significant gap in the literature drawing on empirical data from the United Kingdom, United States, Jordan, Palestine, the Democratic Republic of the Congo, Switzerland, New Zealand and beyond, with perspectives presented from both within and outside schools and other formal educational settings.
Agency and Participation in Childhood and Youth is of particular interest to academics, teaching professionals, undergraduate and postgraduate students of education studies, social policy, youth and development studies.
... The current re-victimizing meaning of ADHD has been informed by research conducted "on" or "about" students (Rose & Shevlin, 2004). However, students with ADHD can (Singh, 2007) and should (Nations Conventions Rights of the Child, 1989) be consulted on matters concerning them. ...
After innumerable hours and weeks spent adrift on the ocean of Attention Deficit Hyperactivity Disorder (ADHD) literature, searching for answers among the biological and behavioural social sciences, an infuriating amount of questions with no answers remained. Far from scientific experts and their de-contextualized truth claims, the voice of one young man, plucked us from their spider’s web. When posed the question “what’s life with ADHD like?” he responded in kind, asking, “how does an elephant tell a mouse what it’s like to be an elephant?” Apparently an “insider” experiences barriers, just like an “outsider”, each seeking a way out and in. One can recognize the privileged nature of experiential knowledge (Beresford, 2003), and still appreciate that developmentally generative social interactions depend upon shared systems of meaning (Gergen, 1994). Realising “scientisms” (Thomas, 2009) inability to explicate either began the construction of the student voice methodology delineated in this paper. Student voice (i.e., voice) poses significant challenges and transformative potentials (Bragg, 2007); it is further problematized, and necessary, when it involves students with ADHD. Voice is inherently about power and knowledge (Thomas, 2011). As such, the social meaning of ADHD (Singh, 2012) must be considered to avoid re-victimizing the voices of students with ADHD (i.e., ADHD voice) or reproducing conventional knowledge (Fielding, 2004). This paper provides a pertinent analysis of voice methodology, and the limitations in prior ADHD voice research. The theoretical framework for the current study will also be explained, that is, the construction of a “counter-discourse” to engage in meaningful dialogue (Taylor & Robinson, 2009).
... As a result, there is growing interest in finding ways to emphasize students with disabilities' engagement in postsecondary education research (deFur & Korineck, 2008;Fogg & Harrington, 2009;Neubert & Redd, 2008;Webb, Patterson, Syveurd, & Seabrooks-Blackmore, 2008). In addition, there is an expectation from self-advocacy groups that organizations implement authentic research methods that include individuals with ID as coresearchers (Administration on Developmental Disabilities, 2006;Rose & Shevlin, 2004;Valade, 2008;Walmsley & Johnson, 2003;K. Ward & Trigler, 2001;L. ...
Students with intellectual disabilities are taking the lead conducting participatory action research (PAR) to chronicle their college experience as part of a national college access initiative.This research currently involves college students with intellectual disabilities documenting their experiences using multimedia tools. These data are then shared via a digital storytelling website, VoiceThread. This article presents an overview of PAR, digital storytelling, and the methodology used to implement PAR with students with intellectual disabilities. Themes from the students’ work highlight their impressions of college, their adjustment to new expectations and responsibilities, and their recommendations to improve this experience.The researcher’s findings and conclusions about facilitating research with young adults with intellectual disabilities are described.
Grade retention is the practice of holding back learners who have failed to meet specific promotional requirements as stipulated by policy, in the same grade. The main objective of the research reported on here was to determine Foundation Phase (Grades 1–3) learners’ experiences and perceptions of grade retention. The theoretical framework used was Messiou’s (2006) conceptualisation of marginalisation. In this study we employed a phenomenographic, qualitative research approach. Twelve participants who had repeated grades in the Foundation Phase at a school in Johannesburg, South Africa, were purposively selected. Data were collected by means of one-on-one interviews, “blob trees”, drawings, and collages from participants about their views and experiences of retention. The findings of this study reveal that learners were not psychologically prepared to be retained. Most learners experienced being bullied by their peers and teachers due to being retained, which led to them feeling excluded and marginalised. A correlation was found between parents’ and teachers’ views of retention and learners’ experiences. Future research should focus on learners’ experiences of retention at different schools and in different school phases in South Africa.
Leadership for inclusion is a contested concept with competing definitions suggested by many researchers and educationalists. While broad and narrow interpretations of ‘inclusion’ exist, this article focuses solely on the inclusion of learners with special educational needs (SEN) in Irish mainstream schools. A critical literature review of various different leadership typologies, relevant to inclusive education, is presented, from a practising principal's perspective. This review is used to theorise a hybrid leadership typology, present in schools where children with SEN are included in mainstream classes. The centrepiece of this theoretical model is that any leadership approach, in an inclusive education setting, must be triadic in structure. As a construct, it must be underpinned by a triad of teacher leadership, managerial leadership and values leadership. The argument is advanced that if this triadic structure is to flourish, then a distributed leadership framework is a necessity.
There is increased commitment to the participation and self-representation of people with lived experiences as refugees and asylum seekers in advocacy, especially at international, high-level events. However, we know very little about what opportunities and challenges such processes present. This paper reports on findings from a research project on youth participation and self-representation at the United Nations High Commissioner for Refugees (UNHCR) in collaboration with two young women and two young men from refugee backgrounds who live in Australia. We contribute new perspectives to contemporary debates on the potential for participation and self-representation in high-level consultations to effect policy change.
Background: Inclusive education is internationally recognised as the best strategy for providing equitable quality education to all children. However, because of the unique challenges they often present, children with intellectual and developmental disabilities (IDDs) are often excluded from inclusive schools. To date, limited research on inclusion has been conducted involving children with IDD as active participants.
Objectives: The study sought to understand the experiences of children with IDDs in learning in inclusive schools in Accra, Ghana.
Method: A qualitative descriptive design was utilised with 16 children with IDDs enrolled in inclusive schools in Accra, Ghana. Participants were recruited through purposive sampling and data were collected using classroom observations, the draw-and-write technique and semi-structured interviews. The data were analysed to identify themes as they emerged.
Results: Children’s experiences in inclusive schools were identified along three major themes: (1) individual characteristics, (2) immediate environments and (3) interactional patterns. Insights from children’s experiences reveal that they faced challenges including corporal punishment for slow performance, victimisation and low family support relating to their learning.
Conclusion: Although children with IDDs receive peer support in inclusion, they experience diverse challenges including peer victimisation, corporal punishment and low family and teacher support in their learning. Improvement in inclusive best practices for children with IDD requires systematic efforts by diverse stakeholders to address identified challenges.
This research aims at shedding light on the experiences of Early School Leavers and their families; experiences which are very often disregarded or merely neglected when tailoring policies and strategies to combat Early School Leaving (ESL). This research seeks to qualitatively obtain information related to the causes and consequences of ESL, extrapolate data on the background of Early School Leavers and their families as well as give voice to their feelings, prospects, perspectives and experiences, whilst eliciting pertinent recommendations. The semi-structured interviews identify several shortcomings in the local educational system, including the focus on knowledge-based subjects, with little opportunities to opt for vocational subjects. In this research, the vast majority of interviewees advocate for the traditional trade schools. Furthermore, while the working-class parents interviewed feel that they lack the necessary skills and confidence to actively involve themselves in their children's school life, they suggest an increase in communication between the school and home.
Obtaining the views of children including those with Special Educational Needs (SEN) and involving them in decisions surrounding their life and learning has become an increasingly relevant issue. Enabling ‘every child’ to make a positive contribution is high on the list of government priorities. However, work in the complicated area of establishing the views of children with more severe and complex needs such as those with Profound and Multiple Learning Difficulties (PMLD) appears to be in its initial and investigative stages and there is an apparent dearth of literature in this area.
This review presents the available literature in an attempt to explore the extent to which it is possible to ascertain the views of children with PMLD. A comprehensive literature search revealed two main themes within the literature incorporating the ethical and conceptual issues associated with ascertaining/not ascertaining the views of children with PMLD and the methods and tools that are effective in accessing the views of children with PMLD.
There is an apparent need for more research to establish effective ways to enable the views of children with PMLD to be heard. EPs are well placed to become involved in enabling children to have a voice in decisions surrounding their education at many levels and a number of implications for EP practice are included in the review.
Students with Special Educational Needs and Disabilities encounter complex and circuitous transitions from post-primary settings to Higher Education. In Ireland, inequitable access to Individual Education Plans, and a lack of policy infrastructure to provide formal transition planning, means that these journeys are varied and uncertain. This study presents findings from surveys completed by parents supporting students with disabilities in their final 3 years of mainstream secondary school (n = 69), and in-depth interviews with a self-selected subset of parents (n = 8). Results point to: (i) disparate levels and quality of support and guidance, (ii) fissures in communication channels between parents and schools, (iii) insufficient awareness and understanding of the interplay between disability and successful post-school outcomes, and (iv) high levels of stress, anxiety and frustration experienced by students, parents and carers.
This qualitative study was conducted to explore the images of personal identity from the perspective of women with sexual addiction. The data required for the study were collected through 31 in-depth interviews. Sensing a threat to personal identity, dissatisfaction with gender identity, dissociation with the continuum of identity, and identity reconstruction in response to threat were four of the experiences that were common among women with sexual addiction. Painful emotional experiences appear to have created a sense of gender and sexual conflict or weakness in these women and thus threatened their personal identity and led to their sexual addiction.
This research examines children's conceptualisations of cultural diversity. In particular, this project examines the following two research questions: how do children define and understand the concept of cultural diversity; and what do they perceive as the implications of cultural diversity on their daily lives? To this end, interviews were carried out with 40 (immigrant and native) students, aged 11 to 12, at five primary schools in Cyprus, which presented high concentrations of immigrants. On the basis of our analysis of the data, the participant children appeared to perceive cultural diversity in terms of two contrasting perspectives. On the one hand, they viewed cultural diversity in terms of the cultural-deficiency perspective. Such perceptions stemmed from the model of monoculturalism implying the need to assimilate the culturally ‘different’ in order to counteract the negative consequences of cultural diversity. On the other hand, the same children also perceived cultural diversity in terms of cultural celebration. To this end, some children drew upon the model of multiculturalism to define cultural diversity as a culture-enriching and culture-celebrating process, pointing to folkloristic activities including traditional music, dance and food. Nonetheless, few of the participant children—both Cypriot and immigrant—defined cultural diversity in terms of the model of interculturalism, pointing to the intercultural exchange that stems from ‘real’ friendship development between natives and immigrants, equality of rights and inclusion. As the participant children appeared to confuse the meanings and languages of cultural diversity, this paper concludes with suggestions on teacher practices to ‘crystallise’ children's views.
This chapter is based on a small-scale, longitudinal research project with young people who have been designated as having ‘special educational needs’ (SEN). The project had two overarching aims: first, to contribute to knowledge about how best to hear the voices of young people with a range of ‘special educational needs’; and second, to represent the views of these young people, with particular reference to their experiences of fairness in school. The chapter will discuss the methodological complexities in capturing and representing voice with this group of young people. In particular, we will examine significant themes of identity and voice and contradictions inherent in institutional ‘celebration’ of diversity and young people’s accounts of marginalisation, exclusion and management of disabling environments.
This paper reports a small-scale research project which took place in one primary school in the north-east of England. The study aimed to listen to children’s views about how the practices of teachers helped and/or hindered their sense of inclusion in classrooms. Inclusion was understood here in a broad sense rather than specifically relating to children with special educational needs. Participatory research tools were used as part of group interviews with children from three different year groups. Even though the children were mostly happy with their school experience, it was noticeable that there were some areas for concern for some children that related to four interconnecting themes: unfairness, shouting, loneliness and seating plans. All of these themes seemed to be connected with children’s interpersonal relationships – with teachers and with each other – and can be seen as crucial in terms of understanding inclusion in schools and further developing existing practices
This study is an attempt to investigate the impact of technology change in Malaysian Smart Schools on Islamic Education teachers and students. This study is trying to understand all aspects of the change process in Smart Schools and to understand the problems of students and teachers as they endeavour to improve learning and teaching in Smart Schools. Following the implementation of the Smart School pilot projects in the Malaysian secondary schools, this study is aimed at suggesting an approach that can be used to incorporate the use of computers and ICT in Islamic Education by taking into consideration the views, experiences, expectations and needs of the teachers and the students themselves. In examining the new initiative of Smart Schools, a grounded theory approach was used in the early phase of the study as this approach is suitable for this relatively new field where little research has been done. This research began with the use of focus groups as a means to gain knowledge of respondents' views, perceptions and attitudes about Smart Schools. This study found that the use of computers was the core feature of the change phenomenon in Smart Schools. Islamic Education teachers and students were hardly coping with the task of incorporating the use of new technology in their teaching and learning. Many barriers and obstacles in using new technology were reported by Islamic Education teachers and students. The most important barriers identified in this study are the lack of computers and available resources, lack of training, shortage of time and the pressure of a heavy syllabus and examination-centred learning.
Disabilities are not homogeneous categories, not in terms of causes or educational-psychological level or content. Therefore, to delve into the subject of ensuring access to the curriculum is a real challenge as there is not an appropriate or universally accepted approach for the different categories of SEN (Special Educational Needs)- or even to just one of them. However, the educational process will not be effective unless it is based on the appropriate model of the curriculum for individual needs. The lack of an appropriate curriculum, which is both suitable and adequate for children with SEN has been posed as the primary reasoning behind exclusion and, as such, this issue ultimately requires special attention as well as the issue of developing a balanced curriculum which caters to the needs of different learners.
While much progress has been made in relation to including students in mainstream education in Ireland, significant challenges remain. Despite positive attitudes, the implementation of effective inclusive practice at school level persists as one of the most pervasive challenges. This study investigated how six Irish schools, three primary and three post-primary, grappled with the challenge of implementing good inclusive practice for three different groups of students: students with special educational needs, students at risk of educational disadvantage and students from minority ethnic groups for whom English was not their first language. Using a multiple case study design, involving students, teachers, parents and a range of auxiliary school staff, a data-set was generated consisting of 312 completed questionnaires, transcripts from 72 interviews, 10 student day-long observations, documents and student drawings. Analysis of the data revealed challenges and barriers to inclusion at three levels: that of the school, the teacher and the child/family/community. Practical examples of how the six schools addressed these challenges are offered at the level of the school, where there was a focus on strong leadership; of the teacher, which centred around meeting individual students’ needs; and of the child/family/community, where collaboration as well as social and affective issues, were addressed. The examples of how the schools addressed these challenges have relevance beyond Ireland. They are not dependent on extra financial resources or large-scale interventions. Instead, the evidence of good practice described in this article offers practical advice and credible illustrations, which schools may find helpful in their attempts to move beyond positive attitudes to including the full diversity of students in mainstream schools.
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This paper both reviews the other papers in this special issue and puts them in the context of the current agenda of research in dyslexia education. The pluralistic nature of the field is explored with reference to this special issue. The paper suggests a way forward for the field in terms of a developing research agenda for dyslexia education as we progress further into the 21st century.
Education is the pathway that prepares young people for economic independence and social mobility in adulthood. However, school has not always been an experience that leads to success and quality of life. Opportunities and outcomes remain unequal, and subtle barriers are often entrenched in the school system, in themselves the cause of social exclusion. This paper draws on a select review of international studies of young people in historically vulnerable groups to investigate these issues, and finds that mainstream policy and educational institutions have yet to change focus from what is wrong with youth and the policy rhetoric around youth at risk, to what may be wrong with schooling and the consequent need of taking more wide-ranging actions. It also shows that when provided with an opportunity to reflect upon their experiences of education, young people can offer insights into those procedures and actions which have either supported or inhibited their learning. In too many instances, an expression of desire to listen to the voices of young people has been little more than a tokenistic gesture to appease the requirements of legislation or well-intentioned policies. The paper concludes with some conceptual platforms for transnational policy considerations.
This article reports the findings of a shared review of the initial preparation of teachers for special educational needs (SEN) in Ireland. The research was funded by the Centre for Cross Border Studies as part of its remit to support collaborative developments by teacher educators throughout Ireland, North and South. Policies for SEN and for initial teacher education in the two jurisdictions are reviewed. The special education representatives of 13 institutions of initial teacher education in Ireland responded to a survey and met in conference for focused discussion. The authors identify patterns in the positioning of what is currently construed as SEN knowledge within pre‐service courses and suggest frameworks for the audit and coordination of SEN knowledge and experience in initial teacher education.
This article reports our recent ESRC funded research on the identification of children with emotional and behavioural difficulties under the procedures of the 1981 Education Act. It is argued that the concepts of ‘deskilling’ and ‘proletarianisation’ provide a useful framework of analysis when examining the role of teachers and other professionals involved in the assessment process. However, we discuss evidence suggesting that negotiations between these professionals may focus upon teachers’ attempts to define the nature of their professional activity as ‘skilful’. One consequence of this may be the deskilling of outside professional ‘experts’.
This article argues for attending to the perspectives of those most directly affected by, but least often consulted about, educational policy and practice: students. The argument for authorizing student perspectives runs counter to U.S. reform efforts, which have been based on adults’ ideas about the conceptualization and practice of education. This article outlines and critiques a variety of recent attempts to listen to students, including constructivist and critical pedagogies, postmodern and poststructural feminisms, educational researchers’ and social critics’ work, and recent developments in the medical and legal realms, almost all of which continue to unfold within and reinforce adults’ frames of reference. This discussion contextualizes what the author argues are the twin challenges of authorizing student perspectives: a change in mindset and changes in the structures in educational relationships and institutions.
This article describes a small‐scale research project in a school for pupils with severe learning difficulties. The project considered the roles which may be played by pupils in identifying and monitoring their own learning needs. Teachers at the school implemented assessment and recording procedures, which aimed to enable pupils with severe learning difficulties to take a more active role in setting personal learning targets. Assessment materials were trialled, and observations conducted to gauge the skills, knowledge and understanding needed by pupils to play a full role in this process. On the basis of trialled materials a system was developed, and is being used in school to support both pupils and teachers.
Richard Rose, Senior Lecturer at University College, Northampton, and Will Fletcher and Gaynor Goodwin, Watling View School, St Albans, argue that although many schools have attempted to enable pupils with special educational needs to play an active part in their own planning procedures and assessment, few have identified and analysed the skills required by both pupils and teachers. Theydescribe a one-year small-scale action-research project, in a school for children with severe learning difficulties, which resulted in the development of procedures for the assessment of ‘pupil readiness’ for full involvement in the target-setting process.