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
2
Q
hierarchy of inclusion
frederickson & cline (2015)
A
- physical inclusion
- social inclusion
- instructional inclusion
- communication and collaboration
- empowerment
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)
4
Q
education 2030 framework for action
A
emphasised inclusion and equity as foundations for quality education (UNESCO, 2015)
5
Q
inchean declaration
A
- overall goal of ensuring education for all
- emphasised the need for equality of opportunity in educational contexts (UNESCO, 2015)
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
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
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
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
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
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’
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)
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
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
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
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)
