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Educational psychology > psychology and inclusion > Flashcards

psychology and inclusion Flashcards

1
Q

what is inclusion

A
  • more than just ‘placement’ within a mainstream setting
  • ongoing process
  • how a school provision is adapted & re-organised
  • hehir et al. (2016) - inclusion supports in improving quality of life, relationships & opportunity to participate fully
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2
Q

hierarchy of inclusion

frederickson & cline (2015)

A
  1. physical inclusion
  2. social inclusion
  3. instructional inclusion
  4. communication and collaboration
  5. empowerment
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3
Q

salamanca statement

A
  • 92 countries signed up to the principles of inclusion (UNESCO, 1994)
  • ensuring equity of access (UK)
  • right to education (global)
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4
Q

education 2030 framework for action

A

emphasised inclusion and equity as foundations for quality education (UNESCO, 2015)

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5
Q

inchean declaration

A
  • overall goal of ensuring education for all
  • emphasised the need for equality of opportunity in educational contexts (UNESCO, 2015)
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6
Q

systemic barriers to inclusion

A
  • teacher confidence in ability to include e.g. instructional & motivational strategies
  • staff attitudes to SEN & disability
  • leadership attitudes
  • school beh systems
  • availability of resources to support classroom teachers
  • peer attitudes to SEN & disability
  • external accountability, measurements of school: exam league tables, ofsted
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7
Q

dignath et al. (2022)

further reading

A
  • teachers’ belief systems about the inclusion of students with SEN may explain gaps between policy and practice
  • investigated three inter-related aspects of teachers’ belief systems: cognitive appraisals, emotional appraisals and self-efficacy
  • on average, teachers neither endorse nor reject inclusive education
  • in-service teachers need stronger self-efficacy beliefs
  • SEN teachers experience more positive cognitive appraisals toward inclusion
  • belief systems about inclusive education can be improved through interventions
  • practical experience in inclusive classrooms forecasts cognitive appraisals but not point in one’s career or practical experience with people with SEN
  • longer interventions are not necessarily better
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8
Q

historical perspective of inclusion in UK

A
  • first UK special schools - 1760s
  • until mid 1960s - children with severe learning difficulties didn’t attend school but LA ‘training centres’
  • 1970 - distinction between those who were & weren’t ‘educable’ was removed in Education (Handicapped) Children Act
  • 1981 Education Act
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9
Q

1981 education act

children would be in ordinary schools where:

A
  • their needs could be met
  • the education of others wasn’t disrupted
  • parents were supportive
  • the arrangements represented an efficient use of resources - educational resources of others
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10
Q

integration

A
  • limited arrangements for CYP in schools w/ SEN which have little change
  • process where onus is on the ind to “change” so they can fit in
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11
Q

research into inclusion

A
  • typically: comparative studies (included/excluded) compared on basis of outcomes
  • educational attainment
  • affective measures - self-esteem, social integration, ‘adjustment’
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12
Q

research problems (inclusion)

lambert & frederickson (201)

A
  • when we evaluate ‘inclusion’ we need t o be aware that the nature and standard of ‘inclusive practices’ vart greatly
  • difficulties specifying the IV - many different views of what inclusion is
  • poor matching of ppts - children w/ SEN have additional problems
  • mainstream & special settings tend to have diff objectives –> diff curricula emphasis
  • diffs between teacher experience & qualification between & within settings (e.g. PGCE vs ITT routes)
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13
Q

hegarty (1993)

A
  • summarised a centre for educational research and innovation (CERI) review of international research literature on integration efficacy studies across countries & diff SEN
  • reported results were generally inconclusive but generally inclusion better
  • argued that this makes it difficult to justify continued segregated education
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14
Q

lindsay (2007); lindsay et al. (2020)

A
  • review of efficacy studies published in SEN journals between 2000-2005
  • by 2020 - 1373 ‘inclusion’ papers were considered
  • only 1% addressing efficacy issues (comparing performance of children w/ SEN in mainstream and special, or comparing the performance of children w/ SEN in mainstream settings with their typically developing peers)
  • weight of ev was marginally in favour of inclusion
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15
Q

gresham & macmillan (1997)

A
  • a particular focus on social & affective outcomes (an early objective)
  • suggested children w/ SEN placed in mainstream settings are less socially accepted & more rejected by their mainstream peers than children w/o additional need
  • suggests that inclusion isn’t beneficial - but only on this one measure
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16
Q

psychological theories relevant to inclusion

A
  • theory of planned behaviour
  • contact theory
  • labelling and attribution theory
  • social exchange theory
17
Q

theory of planned behaviour

ajzen (1991)

A

3 major influences on behaviour = attitudes, subjective norms, perceived behavioural control

a pupil’s inteaction with a child w/ SEN can be viewed in light of this model

18
Q

roberts & lindsell (1997)

A
  • 8-12yos attitudes to peers w/ physical disabilities strongly predicted their intention to interact with them
  • their attitudes correlated significantly with their teachers & mothers (subjective norm)
  • attitudes predicting behaviours
  • supported by roberts & smith (1999): children’s attitudes & their PBC were significant predictors of their intention to interact with children w/ physical disabilities
19
Q

contact theory

allport (1954)

A
  • contact between groups can change the attitudes of in-group members towards out-groups & can reduce stereotyping & prejudice
  • 4 conditions are necessary: equal status, common goals, no competition between groups, authority sanctioning the contact
20
Q

maras & brown (1996)

ev for contact theory

A
  • primary aged children in contact with children from a speical school developed +ve social orientation to the pupils than a control group who didnt have contact with them & who demonstrated little attitudinal change
  • highlights important of mainstream schools - opportunity for contact
  • without this context there was fixed attitudes from both groups about the others
21
Q

marom et al. (2007)

ev for contact theory

A
  • intervention to improve disability related attitudes of 10-12yos
  • as well as self-efficacy for interacting with children w/ disabilities
  • intervention 2 phases: provide info about the children & their disabilities & ppl with disabilities in general; facilitate contact between two groups via joint, non-competitive activities
  • reported improvements in attitudes & self-efficacy of students with no change in control group
22
Q

cameron & rutland (2006), cameron et al. (2011)

ev for contact theory

A
  • extended contact & imagined contact reduce prejudice
  • increase warmth & empathy
  • can be used to support a class in preparing for direct contact & where opportunities for direct contact are limited
  • extended contact over time ensures relationships are built better
23
Q

labelling

A
  • labelling has long been assumed to have a -ve effect: serving as a self-fulfilling prophecy
  • research drawing on contact theory however suggests stressing difference may be beneficial in creation of optimal inclusive environments
24
Q

law et al. (2007)

A
  • attitudes of 11-12yos to children with ADHD diagnoses were assessed through use of vignettes
  • attitudes were mainly -ve & a diagnostic label was found to have no additional influence on the attitude or behavioural intentions
  • behaviours not the label have greatest impact (behaviours considered same way regardless of medical diagnosis)
25
Q

attribution theory

weiner (1985)

A
  • when faced with -ve behaviours, children will search for an explanation
  • they will attribute causation for those behaviours
  • someone who is perceived to be responsible for their actions will elicit a more -ve response than someone who is not held to be responsible
26
Q

siegelman & begley (1987)

A
  • 5-6 & 8-9yos
  • told about peers who were either in a wheelchair, obese, learning disabled or aggressive - range of needs
  • were presented with a problem faced by the child & given either: no causal information, causal information that implied (un)controllability
  • children in both age groups were responsive to the causal information when available & assigned blame according to ascribed responsibility
27
Q

social exchange theory

A
  • the want of association with others is determined by the costs & benefit of interacting with them to the individual compared with the minimum expectation they have from the association
  • behavioural norms are the biggest influence on social acceptance for CYP without SEN but this doesnt map onto children with SEN
  • social environmental influence the interaction in the classroom between peers with and without SEN, school ethos around learning & understanding enhanced attitudes towards CYP with SEN
28
Q

BPS (2022) on inclusion implications for educational psychology

A
  • stress impact of environment or systemic factors that contribute to a child’s needs –> move away from dichotomous thinking and individually oriented ‘deficit model’ approaches
  • use skills in applying psychology to opt towards collaborative solutions –> facilitate inclusive pedagogies
  • use research findings to support the development of educationalists as reflective practitioners to promote a sense of belonging
  • developing processes and new technology can enhance the capacity of learning environments to meet the learning needs of all their students
  • demonstrate and model in every aspect of their professional practice on acceptance of difference and a celebration of diversity
  • work closely with students and colleagues in education - attitudes and values expected of citizens in an inclusive society are developed
29
Q

intervention of inclusion at a systemic level

A
  • teacher & student attitudes towards SEN
  • teacher self-efficacy: differentiation, relational strategies?
  • culture & leadership attitudes (subjective norm)

Educational psychology (9 decks)

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