改变主流中学的排他做法:SEND女孩的经历。“我身上有一些古怪的东西,我多半不让世人知道。”

IF 1.5 Q3 PSYCHOLOGY, EDUCATIONAL EMOTIONAL AND BEHAVIOURAL DIFFICULTIES Pub Date : 2021-01-02 DOI:10.1080/13632752.2021.1900999
J. Porter, J. Ingram
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引用次数: 1

摘要

在官方统计数据中,有特殊教育需要和残疾的学生(SEND)比例过高,这表明主流学校未能满足他们的需求。我们认为关注学校教育文化很重要。学校归属感(或连通性)与大量积极成果广泛相关,尽管针对SEND学生的研究相对较少。本文对这一差距做出了贡献,提出了收集到的关于包容的障碍和支持以及女孩在学校归属感的问卷数据。被认为患有SEND的女孩的需求可能更难以辨别,她们的应对策略有效地掩盖了她们的困难。我们的数据显示,研究中患有SEND的女孩比其他女孩感觉与学校的联系更少。他们的归属感得分与他们在各种学校环境中遇到的障碍和支持显著相关。对于患有SEND的女孩来说,学校教育的关系方面是最重要的。归属感意味着你觉得做自己是安全的,你不需要隐藏自己的“古怪之处”,以及随之而来的心理健康要求。
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Changing the exclusionary practices of mainstream secondary schools: the experience of girls with SEND. ‘I have some quirky bits about me that I mostly hide from the world’
ABSTRACT Pupils with special educational needs and disabilities (SEND) are disproportionately over-represented in official statistics on exclusion suggesting that mainstream schools are failing to meet their needs. We argue for the importance of looking at the cultures of schooling. School belonging (or connectedness) has been widely associated with a raft of positive outcomes although there is relatively little research that has focused on pupils with SEND. This paper contributes to that gap presenting questionnaire data collected on the barriers and supports to inclusion and girls’ feelings of belonging in school. The needs of girls who identify as having SEND can be more difficult to discern, their strategies for coping effectively masking their difficulties. Our data reveal that the girls in the study with SEND feel less connected to school than other girls. Their scores for their sense of belonging were significantly associated with the barriers and supports they encounter across a range of school contexts. It was the relational aspects of schooling that were most important for girls with SEND. Feeling you belong means that you feel safe to be yourself, that you don’t need to hide your “quirky bits,” with the attendant demands on mental health.
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来源期刊
EMOTIONAL AND BEHAVIOURAL DIFFICULTIES
EMOTIONAL AND BEHAVIOURAL DIFFICULTIES PSYCHOLOGY, EDUCATIONAL-
CiteScore
1.80
自引率
10.00%
发文量
10
期刊介绍: The central intention of Emotional & Behavioural Difficulties (EBDs) is to contribute to readers" understanding of social, emotional and behavioural difficulties, and also their knowledge of appropriate ways of preventing and responding to EBDs, in terms of intervention and policy. The journal aims to cater for a wide audience, in response to the diverse nature of the professionals who work with and for children with EBDs.
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