No Cover Image

Journal article 714 views 195 downloads

Aspiring to include versus implicit ‘othering’: teachers' perceptions of inclusive education in Wales

Cathryn Knight Orcid Logo, Zoe Clegg, Carmel Conn Orcid Logo, Matt Hutt Orcid Logo, Tom Crick Orcid Logo

British Journal of Special Education, Volume: 49, Issue: 1, Pages: 6 - 23

Swansea University Authors: Cathryn Knight Orcid Logo, Zoe Clegg, Tom Crick Orcid Logo

  • 59110.pdf

    PDF | Version of Record

    © 2022 The Authors. This is an open access article under the terms of the Creative Commons Attribution License

    Download (126.37KB)

Check full text

DOI (Published version): 10.1111/1467-8578.12394

Abstract

Wales, one of the four nations of the UK, is currently undergoing major education system-level reform. From the curriculum, through to a new additional learning needs (ALN) system, there is a renewed focus on inclusive education. Research has shown the importance of teachers' attitudes towards...

Full description

Published in: British Journal of Special Education
ISSN: 0952-3383 1467-8578
Published: Wiley 2022
Online Access: Check full text

URI: https://cronfa.swan.ac.uk/Record/cronfa59110
Tags: Add Tag
No Tags, Be the first to tag this record!
first_indexed 2022-01-07T10:52:33Z
last_indexed 2022-05-28T03:33:47Z
id cronfa59110
recordtype SURis
fullrecord <?xml version="1.0"?><rfc1807><datestamp>2022-05-27T11:14:55.3905756</datestamp><bib-version>v2</bib-version><id>59110</id><entry>2022-01-07</entry><title>Aspiring to include versus implicit &#x2018;othering&#x2019;: teachers' perceptions of inclusive education in Wales</title><swanseaauthors><author><sid>e43d033fc7f2ccc9317c49df10b9b7bb</sid><ORCID>0000-0002-7574-3090</ORCID><firstname>Cathryn</firstname><surname>Knight</surname><name>Cathryn Knight</name><active>true</active><ethesisStudent>false</ethesisStudent></author><author><sid>5af6dca23be2447430d5d36bcab61fc0</sid><firstname>Zoe</firstname><surname>Clegg</surname><name>Zoe Clegg</name><active>true</active><ethesisStudent>false</ethesisStudent></author><author><sid>200c66ef0fc55391f736f6e926fb4b99</sid><ORCID>0000-0001-5196-9389</ORCID><firstname>Tom</firstname><surname>Crick</surname><name>Tom Crick</name><active>true</active><ethesisStudent>false</ethesisStudent></author></swanseaauthors><date>2022-01-07</date><deptcode>EDUC</deptcode><abstract>Wales, one of the four nations of the UK, is currently undergoing major education system-level reform. From the curriculum, through to a new additional learning needs (ALN) system, there is a renewed focus on inclusive education. Research has shown the importance of teachers' attitudes towards inclusion in creating inclusive learning environments. This research study is based on data from a survey of teachers in Wales (n = 253) exploring their perceptions of inclusive education. Thematic analysis of open-text responses revealed that while teachers were able to articulate the &#x2018;ideal&#x2019; of inclusion, these positive ideals were often caveated by both implicit othering of learners with ALN and by the explicit limitations of behaviour, training, and finance and resources. This article critically evaluates the implications of teacher perceptions of inclusive education in Wales, suggesting that without a change in teacher attitudes, the vision of an inclusive education system may be compromised.</abstract><type>Journal Article</type><journal>British Journal of Special Education</journal><volume>49</volume><journalNumber>1</journalNumber><paginationStart>6</paginationStart><paginationEnd>23</paginationEnd><publisher>Wiley</publisher><placeOfPublication/><isbnPrint/><isbnElectronic/><issnPrint>0952-3383</issnPrint><issnElectronic>1467-8578</issnElectronic><keywords>inclusion; Wales; additional learning needs; special educational needs</keywords><publishedDay>24</publishedDay><publishedMonth>3</publishedMonth><publishedYear>2022</publishedYear><publishedDate>2022-03-24</publishedDate><doi>10.1111/1467-8578.12394</doi><url/><notes/><college>COLLEGE NANME</college><department>Education</department><CollegeCode>COLLEGE CODE</CollegeCode><DepartmentCode>EDUC</DepartmentCode><institution>Swansea University</institution><apcterm>SU Library paid the OA fee (TA Institutional Deal)</apcterm><lastEdited>2022-05-27T11:14:55.3905756</lastEdited><Created>2022-01-07T10:48:03.5773781</Created><path><level id="1">Faculty of Humanities and Social Sciences</level><level id="2">School of Social Sciences - Education and Childhood Studies</level></path><authors><author><firstname>Cathryn</firstname><surname>Knight</surname><orcid>0000-0002-7574-3090</orcid><order>1</order></author><author><firstname>Zoe</firstname><surname>Clegg</surname><order>2</order></author><author><firstname>Carmel</firstname><surname>Conn</surname><orcid>0000-0002-4395-8302</orcid><order>3</order></author><author><firstname>Matt</firstname><surname>Hutt</surname><orcid>0000-0001-5254-1632</orcid><order>4</order></author><author><firstname>Tom</firstname><surname>Crick</surname><orcid>0000-0001-5196-9389</orcid><order>5</order></author></authors><documents><document><filename>59110__22368__dee750dbf8a44f66a4c68424abda561a.pdf</filename><originalFilename>59110.pdf</originalFilename><uploaded>2022-02-14T09:54:31.1294077</uploaded><type>Output</type><contentLength>129399</contentLength><contentType>application/pdf</contentType><version>Version of Record</version><cronfaStatus>true</cronfaStatus><documentNotes>&#xA9; 2022 The Authors. This is an open access article under the terms of the Creative Commons Attribution License</documentNotes><copyrightCorrect>true</copyrightCorrect><language>eng</language><licence>http://creativecommons.org/licenses/by/4.0/</licence></document></documents><OutputDurs/></rfc1807>
spelling 2022-05-27T11:14:55.3905756 v2 59110 2022-01-07 Aspiring to include versus implicit ‘othering’: teachers' perceptions of inclusive education in Wales e43d033fc7f2ccc9317c49df10b9b7bb 0000-0002-7574-3090 Cathryn Knight Cathryn Knight true false 5af6dca23be2447430d5d36bcab61fc0 Zoe Clegg Zoe Clegg true false 200c66ef0fc55391f736f6e926fb4b99 0000-0001-5196-9389 Tom Crick Tom Crick true false 2022-01-07 EDUC Wales, one of the four nations of the UK, is currently undergoing major education system-level reform. From the curriculum, through to a new additional learning needs (ALN) system, there is a renewed focus on inclusive education. Research has shown the importance of teachers' attitudes towards inclusion in creating inclusive learning environments. This research study is based on data from a survey of teachers in Wales (n = 253) exploring their perceptions of inclusive education. Thematic analysis of open-text responses revealed that while teachers were able to articulate the ‘ideal’ of inclusion, these positive ideals were often caveated by both implicit othering of learners with ALN and by the explicit limitations of behaviour, training, and finance and resources. This article critically evaluates the implications of teacher perceptions of inclusive education in Wales, suggesting that without a change in teacher attitudes, the vision of an inclusive education system may be compromised. Journal Article British Journal of Special Education 49 1 6 23 Wiley 0952-3383 1467-8578 inclusion; Wales; additional learning needs; special educational needs 24 3 2022 2022-03-24 10.1111/1467-8578.12394 COLLEGE NANME Education COLLEGE CODE EDUC Swansea University SU Library paid the OA fee (TA Institutional Deal) 2022-05-27T11:14:55.3905756 2022-01-07T10:48:03.5773781 Faculty of Humanities and Social Sciences School of Social Sciences - Education and Childhood Studies Cathryn Knight 0000-0002-7574-3090 1 Zoe Clegg 2 Carmel Conn 0000-0002-4395-8302 3 Matt Hutt 0000-0001-5254-1632 4 Tom Crick 0000-0001-5196-9389 5 59110__22368__dee750dbf8a44f66a4c68424abda561a.pdf 59110.pdf 2022-02-14T09:54:31.1294077 Output 129399 application/pdf Version of Record true © 2022 The Authors. This is an open access article under the terms of the Creative Commons Attribution License true eng http://creativecommons.org/licenses/by/4.0/
title Aspiring to include versus implicit ‘othering’: teachers' perceptions of inclusive education in Wales
spellingShingle Aspiring to include versus implicit ‘othering’: teachers' perceptions of inclusive education in Wales
Cathryn Knight
Zoe Clegg
Tom Crick
title_short Aspiring to include versus implicit ‘othering’: teachers' perceptions of inclusive education in Wales
title_full Aspiring to include versus implicit ‘othering’: teachers' perceptions of inclusive education in Wales
title_fullStr Aspiring to include versus implicit ‘othering’: teachers' perceptions of inclusive education in Wales
title_full_unstemmed Aspiring to include versus implicit ‘othering’: teachers' perceptions of inclusive education in Wales
title_sort Aspiring to include versus implicit ‘othering’: teachers' perceptions of inclusive education in Wales
author_id_str_mv e43d033fc7f2ccc9317c49df10b9b7bb
5af6dca23be2447430d5d36bcab61fc0
200c66ef0fc55391f736f6e926fb4b99
author_id_fullname_str_mv e43d033fc7f2ccc9317c49df10b9b7bb_***_Cathryn Knight
5af6dca23be2447430d5d36bcab61fc0_***_Zoe Clegg
200c66ef0fc55391f736f6e926fb4b99_***_Tom Crick
author Cathryn Knight
Zoe Clegg
Tom Crick
author2 Cathryn Knight
Zoe Clegg
Carmel Conn
Matt Hutt
Tom Crick
format Journal article
container_title British Journal of Special Education
container_volume 49
container_issue 1
container_start_page 6
publishDate 2022
institution Swansea University
issn 0952-3383
1467-8578
doi_str_mv 10.1111/1467-8578.12394
publisher Wiley
college_str Faculty of Humanities and Social Sciences
hierarchytype
hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str School of Social Sciences - Education and Childhood Studies{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Social Sciences - Education and Childhood Studies
document_store_str 1
active_str 0
description Wales, one of the four nations of the UK, is currently undergoing major education system-level reform. From the curriculum, through to a new additional learning needs (ALN) system, there is a renewed focus on inclusive education. Research has shown the importance of teachers' attitudes towards inclusion in creating inclusive learning environments. This research study is based on data from a survey of teachers in Wales (n = 253) exploring their perceptions of inclusive education. Thematic analysis of open-text responses revealed that while teachers were able to articulate the ‘ideal’ of inclusion, these positive ideals were often caveated by both implicit othering of learners with ALN and by the explicit limitations of behaviour, training, and finance and resources. This article critically evaluates the implications of teacher perceptions of inclusive education in Wales, suggesting that without a change in teacher attitudes, the vision of an inclusive education system may be compromised.
published_date 2022-03-24T04:16:09Z
_version_ 1763754083573825536
score 11.016235

Similar Items