Innovative Learning Environments and Spaces of Belonging for Special Education Teachers
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| Title: | Innovative Learning Environments and Spaces of Belonging for Special Education Teachers |
|---|---|
| Language: | English |
| Authors: | Angela Page (ORCID |
| Source: | International Journal of Inclusive Education. 2024 28(6):891-906. |
| 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: | 16 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Secondary Education |
| Descriptors: | Educational Environment, Sense of Community, Special Education Teachers, Inclusion, Foreign Countries, Teaching Methods, Elementary School Teachers, Secondary School Teachers |
| Geographic Terms: | Australia, New Zealand |
| DOI: | 10.1080/13603116.2021.1968518 |
| ISSN: | 1360-3116 1464-5173 |
| Abstract: | According to the OECD definition of innovative learning environments (ILEs), inclusion is considered a pillar of its design. The depiction of an inclusive ILE from the OECD outlines the importance of including students in ILEs. We wish to argue, however, that the successful implementation of inclusion also needs to address the location of special education teachers within these spaces. Our research provides a 'spaces of belonging' framework that offers support for the successful inclusion of special education teachers within an ILE. Results from our ILE project and interviews with special education teachers in Australia and New Zealand will illustrate the three concepts of 'spaces of belonging', using studies from a range of schools. We hope that the findings will inform future planning and design processes that will promote effective inclusive teaching practices in Australia and New Zealand. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1423593 |
| Database: | ERIC |
| Abstract: | According to the OECD definition of innovative learning environments (ILEs), inclusion is considered a pillar of its design. The depiction of an inclusive ILE from the OECD outlines the importance of including students in ILEs. We wish to argue, however, that the successful implementation of inclusion also needs to address the location of special education teachers within these spaces. Our research provides a 'spaces of belonging' framework that offers support for the successful inclusion of special education teachers within an ILE. Results from our ILE project and interviews with special education teachers in Australia and New Zealand will illustrate the three concepts of 'spaces of belonging', using studies from a range of schools. We hope that the findings will inform future planning and design processes that will promote effective inclusive teaching practices in Australia and New Zealand. |
|---|---|
| ISSN: | 1360-3116 1464-5173 |
| DOI: | 10.1080/13603116.2021.1968518 |
