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Special Issue "A Whole Education Approach: Implications for Inclusive Education Provision for Students with Additional Educational Needs"

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A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Special and Inclusive Education".

Deadline for manuscript submissions: closed (31 July 2023) | Viewed by 8177

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Special Issue Editors

Prof. Dr. Selina McCoy

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Guest Editor

1. Economic and Social Research Institute, Dublin 2, Ireland
2. Department of Sociology, Trinity College Dublin, Dublin 2, Ireland
Interests: inclusive education; educational disadvantage; inequality

Dr. Neil Kenny

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Guest Editor

School of Inclusive and Special Education, Dublin City University, Dublin 9, Ireland
Interests: inclusive education; autism; participatory research methods

Special Issue Information

Dear Colleagues,

The COVID-19 global pandemic deeply affected the sphere of education, with wide-ranging school closures interrupting the education of approximately 139,000,000 students across all areas of the global education system (UNESCO, 2020a). It has become apparent that the closure of schools functioned to, unintentionally, make pre-existing educational inequalities more visible (UNESCO, 2020b), and especially so for vulnerable learners and those with additional learning needs (AENs: Mohan et al., 2021). In particular, the closure of schools made apparent the central role schools play in supporting the holistic development of many students with AENs and the vitally important support they provide for their families more generally. It also became abundantly clear that inclusive practices within schools are deeply interconnected with the needs of students’ families, the community and services that surrounded them, and the funding and political policies informing inclusive practices for students with AENs.

This Special Issue aims to explore ways in which a whole education approach (Cornu et al., 2022) can be used to conceptualise or understand effective models of inclusive provision for children and young people with AENs. A whole-education approach moves beyond a focus on inclusive practices within specific schools and emphasises the importance interconnected, collaborative relationships between a school and the wider range of community stakeholders who support the education of children with AENs. While this framework was originally developed to support effective responses to the relational phenomena of bullying, the whole education approach may also provide an effective lens through which the complex and enmeshed concept of educational inclusion could be explored.

Using a social-ecological framework (Bronfenbrenner, 1979; Espelage & Swearer, 2004), a whole education approach situates the student not only within their school, but also within the wider education community and within society across factors that support these relationships. This emphasises the role of multiple organisations or stakeholders surrounding the child in providing an interconnected and collaborative system of care to support the inclusion and participation of the young person in education. Key factors include strong political leadership, clear and appropriate policy frameworks, and curricula and teaching that promote a caring school climate. Appropriate and accessible professional development for teachers and a mechanism for the empowerment and participation of students with AENs in inclusive provision are central. Accountability and monitoring or the evaluation of provision and student progress are also essential.

The focus of this Special Issue will be on the implications of a whole education approach to understandings and practices in inclusive education provision within schools for students with AENs. The Special Issue will also explore the implications for teacher education and professional development, with a specific focus on inclusive education. The Special Issue will invite submissions of empirical research articles relevant to the scope of the Special Issue. Commentary or review article submissions will also be welcome.

References

Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard university press.

Cornu, C., Abduvahobov, P., Laoufi, R., Liu, Y., & Séguy, S. (2022). An introduction to a whole-education approach to school bullying: Recommendations from UNESCO scientific committee on school violence and bullying including Cyberbullying. International Journal of Bullying Prevention, 1-2.

Espelage, D. L., & Swearer, S. M. (Eds.). (2004). Bullying in American schools: a social-ecological perspective on prevention and intervention. Lawrence Erlbaum Associates Publishers.

Mohan, G., Carroll, E., McCoy, S., Mac Domhnaill, C. & Mihut, G. (2021) Magnifying inequality? Home learning environments and social reproduction during school closures in Ireland, Irish Educational Studies, 40:2, 265-274.

UNESCO (2020). Global Education Monitoring (GEM) Report. Accessed at: https://en.unesco.org/news/global-education-monitoring-gem-report-2020.

UNESCO. (2020). Adverse Consequences of School Closures. Accessed February 19, 2021. Accessed at: https://en.unesco.org/covid19/educationresponse/consequences.

Prof. Dr. Selina McCoy
Dr. Neil Kenny
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

inclusive education
inequality
education community
whole education approach
professional development

Published Papers (8 papers)

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Research

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Open AccessArticle

A Whole Education Approach to Inclusive Education: An Integrated Model to Guide Planning, Policy, and Provision

Neil Kenny

Selina McCoy

and

James O’Higgins Norman

Educ. Sci. 2023, 13(9), 959; https://doi.org/10.3390/educsci13090959 - 19 Sep 2023

Viewed by 280

Abstract

Inclusion is an important aspect of achieving the Sustainable Development Goals (SDGs) in education. This article will discuss the significance of recent developments in the field of school-based bullying prevention and evaluate their applicability to the policy discourse of inclusive education. Both inclusive education and school-based bullying remain contested phenomena without a clear consensus regarding their definition or how to operationalise them as concepts within school policy or practice effectively. UNESCO’s Scientific Committee has recently proposed the Whole Education Approach, which conceptualises a holistic, socially engaged, and interconnected vision for policy development in addressing school-based bullying prevention. Importantly, the Whole Education Approach conceptualises incidences of bullying as indicative of a deficit of care and support within the surrounding social environment, thus adopting an ecological and relational focus regarding bullying prevention. In addition, bullying prevention is viewed as requiring coherent collaboration between the school, family, and other relevant stakeholders in the local social community surrounding the school. This includes government funding, resource policies and national legal frameworks. This article argues that this approach may also have utility within inclusive education policy in supporting a more integrated and holistic promotion of social inclusion, underpinning equal opportunities in recognition of the diverse needs of all learners in schools. This article discusses the details of the Whole Education Approach and emphasises how this framework can also address educational inclusion by adopting an integrated, multi-elemental focus on supporting collaboration across stakeholders relevant to the lives of pupils within schools. Full article

(This article belongs to the Special Issue A Whole Education Approach: Implications for Inclusive Education Provision for Students with Additional Educational Needs)

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Open AccessArticle

Exploring the Attitudes of School Staff towards the Role of Autism Classes in Inclusive Education for Autistic Students: A Qualitative Study in Irish Primary Schools

Catherine Rice

Neil Kenny

and

Leanne Connolly

Educ. Sci. 2023, 13(9), 889; https://doi.org/10.3390/educsci13090889 - 02 Sep 2023

Viewed by 494

Abstract

The use of the designated special class model for autistic pupils in mainstream schools within the Irish education system has dramatically increased in recent years, as has the scrutiny regarding its alignment with increased policy focus on inclusive education. This qualitative study used semi-structured interviews to explore the views of twelve staff members, four special class teachers, four mainstream class teachers, and four principals of primary schools with special classes regarding the role of the special class model in supporting educational inclusion for autistic pupils. Results showed that participants felt specialist provision was an important aspect of appropriate provision for autistic pupils in Irish mainstream primary schools. Findings highlight the need for a tailored, child-centred approach to inclusion, given the challenges of mainstream class environments, with participants advocating for the safe space and support system of the special class for autistic pupils. Participants also identified challenges to inclusion, such as a lack of specialist training or CPD for teachers regarding inclusive practices and the tensions surrounding the inclusion of autistic children in mainstream settings. Principals have a critical role in developing inclusive school environments and supporting the special class. However, there is a need for greater support, training, and resources to help principals effectively fulfil their responsibilities. This underscores the need for departmental consideration of specific training, criteria, and continuous professional development to ensure effective support and inclusion of autistic students within the mainstream school environment. Full article

(This article belongs to the Special Issue A Whole Education Approach: Implications for Inclusive Education Provision for Students with Additional Educational Needs)

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Open AccessArticle

The Challenges Facing Irish-Medium Primary and Post-Primary Schools When Implementing a Whole-School Approach to Meeting the Additional Education Needs of Their Students

Sinéad Nic Aindriú

and

Pádraig Ó Duibhir

Educ. Sci. 2023, 13(7), 671; https://doi.org/10.3390/educsci13070671 - 30 Jun 2023

Viewed by 453

Abstract

The literature states the importance of adopting a whole-school approach to inclusion and for meeting the needs of all students. This study investigated the challenges faced by Irish-medium (IM) primary and post-primary schools in relation to providing a whole-school approach to inclusion. This was achieved through a mixed methods study where a stratified sample of teachers from IM schools (N = 56) undertook an anonymous online survey in the first stage. In the second stage, primary and post-primary teachers (N = 31) undertook semi-structured individual interviews to provide in-depth information regarding the data collected in the survey. The findings suggest that like immersion schools internationally, IM schools need more resources through the medium of Irish in relation to assessment, evidence-based interventions, and teaching/learning resources. Full article

(This article belongs to the Special Issue A Whole Education Approach: Implications for Inclusive Education Provision for Students with Additional Educational Needs)

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Open AccessArticle

“I Saw Things through a Different Lens…”: An Interpretative Phenomenological Study of the Experiences of Autistic Teachers in the Irish Education System

Claire O’Neill

and

Neil Kenny

Educ. Sci. 2023, 13(7), 670; https://doi.org/10.3390/educsci13070670 - 30 Jun 2023

Viewed by 1270

Abstract

This Autistic-led phenomenological qualitative study explores the experiences of Autistic Teachers in the Irish Education system. While autism has received attention in Irish educational research, it is notable that Autistic teachers are under-researched. This study was conducted by an Autistic teacher-researcher and used Interpretative Phenomenological Analysis to design and conduct semi-structured interviews with four Autistic teachers to address this significant gap in the literature. In the findings, participants described strengths including using monotropism advantageously in their teaching and the ability to form strong and empathetic relationships with their pupils. Experiences with colleagues were often influenced by a lack of autism-related understanding and sometimes stigma and negative biases. The physical, sensory, and organisational environments of schools had an overall negative impact on participants’ experiences. Recommendations resulting from the study include a need to increase whole school knowledge of autism and to encourage neurodivergent-friendly environments. The findings suggest that increased awareness is needed across the Irish education system including initial teacher education (ITE), professional development (PD), and support services. What support to provide, how to provide it, and to whom provide support to are areas for future study emerging from the research. Findings have implications for future practice, policy, and research. Full article

(This article belongs to the Special Issue A Whole Education Approach: Implications for Inclusive Education Provision for Students with Additional Educational Needs)

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Open AccessArticle

Breaking Barriers: The Influence of Teachers’ Attitudes on Inclusive Education for Students with Mild Learning Disabilities (MLDs)

Mahwish Kamran

Sohni Siddiqui

and

Muhammad Shahnawaz Adil

Educ. Sci. 2023, 13(6), 606; https://doi.org/10.3390/educsci13060606 - 14 Jun 2023

Viewed by 1239

Abstract

Inclusive educational practices demand social justice where all students with special educational needs have the same right to access education, irrespective of their special needs. Increasingly, across the world, teachers are supporting and defending the inclusion of students with disabilities in mainstream schools and classrooms. This is also the case in Pakistan, the site of this study. However, support and defense are not assurance that such policy is accepted by classroom teachers. Previous research studies have identified some barriers to inclusion and in this regard, the attitudes of teachers have been identified as a barrier worthy of consideration. The present research can contribute to developing insights by suggesting all the factors that can accommodate students with mild learning disabilities (MLDs). The research study aimed to determine the attitudes of teachers towards the education of students with mild learning disabilities, which are due to hereditary and neurobiological reasons that alter the functioning of the brain by affecting one or more intellectual processes associated with learning. The problems of processing can interfere with basic skills of learning, such as reading, writing, and mathematical skills. They can also interfere with higher-order skills, such as organizational skills, abstract reasoning skills, thinking skills, long or short-term memory, and attention span, in an inclusive classroom setting. Using a quantitative research method, data were gathered from N = 230 sample cases of teachers selected through a stratified sampling technique from 10 private primary inclusive schools and 10 private primary non-inclusive schools in Karachi. To identify the attitudes of teachers towards the inclusion of students with MLDs, teachers were asked to respond to validated and reliable tools used in different studies. The research applied variance-based structural equation modeling using the partial least-squares modeling method. Smart PLS 3.0 is software used for variance-based structural equation modeling, and the purpose of using it that the model involves mediation. This tool can show direct and indirect associations among variables simultaneously. The results revealed that there is a weak linear relationship between teachers’ attitudes towards the education of students with a mild learning disability and their practices towards inclusive classroom settings. On the contrary, teachers’ positive attitudes towards mild learning disabilities are predictors of inclusive classroom settings in schools. The weak linear association between teachers’ attitudes and the provision of inclusive classroom settings showed that teachers are not prepared to accommodate mild learning disabilities. However, if teachers’ self-efficacy is increased, then teachers are prepared to accommodate mild learning disabilities. It indicates that teachers with a greater sense of self-efficacy can play a significant role in creating an inclusive environment in schools by employing the provision of relevant resources. The present study recommended certain support mechanisms to school management and provided guiding principles to them on the specific resources required to meet the needs of students with a mild learning disability and to increase the self-efficacy of teachers. Full article

(This article belongs to the Special Issue A Whole Education Approach: Implications for Inclusive Education Provision for Students with Additional Educational Needs)

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Open AccessArticle

Is a Whole School Approach to Inclusion Really Meeting the Needs of All Learners? Home-Schooling Parents’ Perceptions

Chris Forlin

and

Dianne Chambers

Educ. Sci. 2023, 13(6), 571; https://doi.org/10.3390/educsci13060571 - 01 Jun 2023

Cited by 2 | Viewed by 790

Abstract

This paper examines issues impacting parental choice for home-schooling in one state in Australia. Data were collected from 99 parents home-schooling at least one child during the 2022 academic year. Utilizing the newly developed Parent Perceptions of Home-Schooling scale, consideration was given to proactive and reactive reasons perceived by parents as impacting their decision-making. Proactive reasons consisting of philosophical beliefs and needs of the child were cited more frequently by parents who had always home-schooled their child. Reactive reasons were mostly employed to confirm parent decisions to remove a child from school due to concerns regarding the school, the child, and the needs of parents. A range of school, child, and parental issues, and different child needs were identified as impetus for home-schooling learners with and without a diagnosed disability or an additional learning need. Discussion centers around whether current whole school approaches to inclusion are addressing the needs of all learners and parents, as perceived by this cohort. By gaining a better understanding of parental reasons for withdrawing their children with specific educational needs from regular schooling, this study is significant as it highlights a range of pertinent school-based issues to be considered to ensure effective inclusion for all. Full article

(This article belongs to the Special Issue A Whole Education Approach: Implications for Inclusive Education Provision for Students with Additional Educational Needs)

Open AccessArticle

Investigating the Self-Perception of Social, Emotional, and Academic Inclusion of Students with and without Special Educational Needs through Photovoice

Alexandra Pirker

Julia Hafenscher

and

Katharina-Theresa Lindner

Educ. Sci. 2023, 13(4), 423; https://doi.org/10.3390/educsci13040423 - 21 Apr 2023

Viewed by 979

Abstract

Several studies have investigated the perceptions of inclusion by students with special educational needs (SEN) and without SEN, most of them quantitatively. This research aims to expand the understanding of the perceived inclusion of students through qualitative interviews by examining how emotions, social relationships, and academic concepts matter. Therefore, the photovoice method was used for data collection, followed by semi-structured interviews, which were analyzed according to Mayring’s Qualitative Content Analysis. Regarding social integration in the classroom, the results of the interviews with six students with SEN and three students without SEN show mainly positive experiences with their classmates and attach great importance to school spaces (e.g., the schoolyard) that are used for interaction and communication among each other. In terms of the teacher–student relationship, it becomes apparent that the students place particular value on the support and help of the teachers in everyday school life as well as in private matters. Some students’ statements indicate that the self-perception of their academic self-concept differs in various school subjects. A contrast of perception between the students with and without SEN was not detected. Concerning emotional inclusion, the students primarily expressed statements related to emotion regulation and individual adaption strategies. Full article

(This article belongs to the Special Issue A Whole Education Approach: Implications for Inclusive Education Provision for Students with Additional Educational Needs)

Review

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Open AccessReview

Special Class Provision in Ireland: Where We Have Come from and Where We Might Go

Joseph Travers

Educ. Sci. 2023, 13(9), 859; https://doi.org/10.3390/educsci13090859 - 23 Aug 2023

Viewed by 997

Abstract

Ireland’s ratification of the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) raises questions about the future role of special schools and classes in the country. Internationally, Ireland has had a relatively low number of students in separate educational provision at just over 2% of the student population. However, there has been a large increase in special class provision in mainstream schools that warrants critique. This paper analyses the history of special class provision in Ireland to suggest a possible developmental role for such classes in moving towards a greater whole school inclusion. Full article

(This article belongs to the Special Issue A Whole Education Approach: Implications for Inclusive Education Provision for Students with Additional Educational Needs)

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