Knowing me, knowing you: how school educators cope with the challenges of inclusion in deprived and non-deprived areas
Authors: Walker, T., Burbidge, E., Arden-Close, E. and Panourgia, C.
Journal: International Journal of Inclusive Education
eISSN: 1464-5173
ISSN: 1360-3116
DOI: 10.1080/13603116.2024.2309870
Abstract:Inclusive classrooms have become a focus in mainstream education in recent years. However, challenges for educators are often overlooked. This study utilised an exploratory, qualitative research approach following Strauss and Corbin’s variant of Grounded Theory [Corbin, J., and A. Strauss. 2015. Basics of Qualitative Research. Sage] to investigate this; semi-structured interview data was collected from 19 educational professionals, utilising theoretical sampling techniques. Participants were working in deprived and non-deprived areas and were interviewed about their experiences of facilitating inclusion. Data was analysed using Grounded Theory; ‘Knowing’: yourself and your students emerged as the core category, with main categories of attitudes, sacrifices, student empowerment, meeting needs and barriers. Boundaries around time and emotional investment were paramount, as was available non-judgemental support. Student empowerment alleviated pressure on educators. Deprivation exacerbated challenges such as workload, student emotional and social needs, and emotional toll on educators.
https://eprints.bournemouth.ac.uk/39520/
Source: Scopus
Knowing me, knowing you: how school educators cope with the challenges of inclusion in deprived and non-deprived areas
Authors: Walker, T., Burbidge, E., Arden-Close, E. and Panourgia, C.
Journal: INTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION
eISSN: 1464-5173
ISSN: 1360-3116
DOI: 10.1080/13603116.2024.2309870
https://eprints.bournemouth.ac.uk/39520/
Source: Web of Science (Lite)
Knowing me, knowing you: how school educators cope with the challenges of inclusion in deprived and non-deprived areas
Authors: Walker, T., Burbidge, E., Arden-Close, E. and Panourgia, K.
Journal: International Journal of Inclusive Education
Publisher: Taylor & Francis
ISSN: 1360-3116
DOI: 10.1080/13603116.2024.2309870
Abstract:Inclusive classrooms have become a focus in mainstream education in recent years. However, challenges for educators are often overlooked. This study utilised an exploratory, qualitative research approach following Strauss and Corbin’s variant of Grounded Theory [Corbin, J., and A. Strauss. 2015. Basics of Qualitative Research. Sage] to investigate this; semi-structured interview data was collected from 19 educational professionals, utilising theoretical sampling techniques. Participants were working in deprived and non-deprived areas and were interviewed about their experiences of facilitating inclusion. Data was analysed using Grounded Theory; ‘Knowing’: yourself and your students emerged as the core category, with main categories of attitudes, sacrifices, student empowerment, meeting needs and barriers. Boundaries around time and emotional investment were paramount, as was available non-judgemental support. Student empowerment alleviated pressure on educators. Deprivation exacerbated challenges such as workload, student emotional and social needs, and emotional toll on educators.
https://eprints.bournemouth.ac.uk/39520/
Source: Manual
Knowing me, knowing you: how school educators cope with the challenges of inclusion in deprived and non-deprived areas
Authors: Walker, T., Burbidge, E., Arden-Close, E. and Panourgia, K.
Journal: International Journal of Inclusive Education
Publisher: Taylor & Francis
ISSN: 1360-3116
Abstract:Inclusive classrooms have become a focus in mainstream education in recent years. However, challenges for educators are often overlooked. This study utilised an exploratory, qualitative research approach following Strauss and Corbin’s variant of Grounded Theory [Corbin, J., and A. Strauss. 2015. Basics of Qualitative Research. Sage] to investigate this; semi-structured interview data was collected from 19 educational professionals, utilising theoretical sampling techniques. Participants were working in deprived and non-deprived areas and were interviewed about their experiences of facilitating inclusion. Data was analysed using Grounded Theory; ‘Knowing’: yourself and your students emerged as the core category, with main categories of attitudes, sacrifices, student empowerment, meeting needs and barriers. Boundaries around time and emotional investment were paramount, as was available non-judgemental support. Student empowerment alleviated pressure on educators. Deprivation exacerbated challenges such as workload, student emotional and social needs, and emotional toll on educators.
https://eprints.bournemouth.ac.uk/39520/
Source: BURO EPrints