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Student Participation in Dialogue in Individual Subject Curriculum Meetings: Students' and Parents' Perceptions

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Title: Student Participation in Dialogue in Individual Subject Curriculum Meetings: Students' and Parents' Perceptions
Language: English
Authors: Hartveit Lie, Janaina (ORCID 0000-0002-4951-5107)
Source: International Journal of Inclusive Education. 2022 26(9):913-926.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 14
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Grade 10
High Schools
Descriptors: Special Needs Students, Secondary School Students, Foreign Countries, Parent Attitudes, Student Attitudes, Dialogs (Language), Language Usage, Jargon, Individualized Education Programs, Grade 10, Student Participation
Geographic Terms: Norway
DOI: 10.1080/13603116.2020.1749945
ISSN: 1360-3116
1464-5173
Abstract: While there has been considerable research on students with special educational needs and their parents' participation at individual subject curriculum (ISC) meetings at school, less attention has been paid to their perception of the dialogue between students and professionals. The aim of this study has been to investigate whether the dialogue taking place in ISC meetings is deliberative. The data for this study are based on individual, semi-structured interviews with 12 Norwegian lower secondary school students with specific learning difficulties, and 10 parents. Findings show that the professionals' use of technical jargon made it challenging for students to share their views in the dialogue, as they did not understand everything being said. Moreover, findings show that professionals only exceptionally asked to know the students' views. The study shows that the levels of student agency is poor and needs to be addressed.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1354971
Database: ERIC
FullText Text:
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  Data: Student Participation in Dialogue in Individual Subject Curriculum Meetings: Students' and Parents' Perceptions
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  Data: <searchLink fieldCode="AR" term="%22Hartveit+Lie%2C+Janaina%22">Hartveit Lie, Janaina</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-4951-5107">0000-0002-4951-5107</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Inclusive+Education%22"><i>International Journal of Inclusive Education</i></searchLink>. 2022 26(9):913-926.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: Y
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  Data: 14
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  Data: 2022
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+10%22">Grade 10</searchLink><br /><searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Special+Needs+Students%22">Special Needs Students</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Attitudes%22">Parent Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Dialogs+%28Language%29%22">Dialogs (Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Usage%22">Language Usage</searchLink><br /><searchLink fieldCode="DE" term="%22Jargon%22">Jargon</searchLink><br /><searchLink fieldCode="DE" term="%22Individualized+Education+Programs%22">Individualized Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+10%22">Grade 10</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Participation%22">Student Participation</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Norway%22">Norway</searchLink>
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  Data: 10.1080/13603116.2020.1749945
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  Data: 1360-3116<br />1464-5173
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: While there has been considerable research on students with special educational needs and their parents' participation at individual subject curriculum (ISC) meetings at school, less attention has been paid to their perception of the dialogue between students and professionals. The aim of this study has been to investigate whether the dialogue taking place in ISC meetings is deliberative. The data for this study are based on individual, semi-structured interviews with 12 Norwegian lower secondary school students with specific learning difficulties, and 10 parents. Findings show that the professionals' use of technical jargon made it challenging for students to share their views in the dialogue, as they did not understand everything being said. Moreover, findings show that professionals only exceptionally asked to know the students' views. The study shows that the levels of student agency is poor and needs to be addressed.
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  Data: 2022
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  Data: EJ1354971
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      – Text: English
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    Subjects:
      – SubjectFull: Special Needs Students
        Type: general
      – SubjectFull: Secondary School Students
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Parent Attitudes
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Dialogs (Language)
        Type: general
      – SubjectFull: Language Usage
        Type: general
      – SubjectFull: Jargon
        Type: general
      – SubjectFull: Individualized Education Programs
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      – SubjectFull: Grade 10
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      – SubjectFull: Student Participation
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      – SubjectFull: Norway
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      – TitleFull: Student Participation in Dialogue in Individual Subject Curriculum Meetings: Students' and Parents' Perceptions
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