Psychological Safety in Innovative Learning Environments: Planning for Inclusive Spaces
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| Title: | Psychological Safety in Innovative Learning Environments: Planning for Inclusive Spaces |
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| Language: | English |
| Authors: | Jennifer Charteris (ORCID |
| Source: | International Journal of Inclusive Education. 2024 28(5):688-704. |
| 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: | 17 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Educational Facilities Design, Educational Environment, Educational Facilities Planning, Inclusion, Educational Innovation, Security (Psychology), Safety, Student Needs, Students with Disabilities, Affordances, Academic Accommodations (Disabilities), Foreign Countries |
| Geographic Terms: | Australia |
| DOI: | 10.1080/13603116.2021.1974108 |
| ISSN: | 1360-3116 1464-5173 |
| Abstract: | Innovative Learning Environments (ILEs) are characterised by features that can create hypervisibility, and hyperstimulation, that raise psychological safety issues. However, there is a lack of research in the field of ILEs that addresses these complexities especially for students with additional learning needs. This case study draws on interview data with staff and students in a special education setting within an Australian ILE. Results map three aspects of design that have implications for the psychological safety. Findings are presented as a set of indicators that educators and designers can use to assist in their planning for inclusive spaces in ILE. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1423576 |
| Database: | ERIC |
| Abstract: | Innovative Learning Environments (ILEs) are characterised by features that can create hypervisibility, and hyperstimulation, that raise psychological safety issues. However, there is a lack of research in the field of ILEs that addresses these complexities especially for students with additional learning needs. This case study draws on interview data with staff and students in a special education setting within an Australian ILE. Results map three aspects of design that have implications for the psychological safety. Findings are presented as a set of indicators that educators and designers can use to assist in their planning for inclusive spaces in ILE. |
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| ISSN: | 1360-3116 1464-5173 |
| DOI: | 10.1080/13603116.2021.1974108 |
