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Curiosity for SEND
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Authors
Date
2025
Educational Level
ISCED Level 1 Primary Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Context: This study is situated within the realm of inclusion and special educational needs and disability (ISEND) and emphasises the role of curiosity in fostering an inclusive learning environment for children. The initiative aims to explore innovative methods that can enhance the skills children need to access education more effectively across a mainstream primary setting.
Aims: The primary objective is to develop curiosity through a structured Action Research approach, thereby enabling educators to consider various pathways for adapting learning experiences to meet the diverse needs of learners better, particularly those with a label of SEND.
Methods: The research involved an action research cycle that began with a planning phase, followed by the collection of data during the implementation of specific action plans. Ethical consent was obtained for the anonymous publication of data from all participants involved. The study comprised two cycles of action research, each built upon a review of the insights gained and the relevant literature pertinent to ISEND.
Findings: The findings indicate that fostering curiosity among educators leads to a collaborative approach to understanding and addressing the needs of students with SEND. The iterative cycles of action research facilitated a gradual refinement of research questions and action plans based on real-world applications and insights gathered during the process.
Implications: This study provides insights into how curiosity can be harnessed as a powerful tool within educational practice, potentially guiding educators in rethinking traditional approaches to teaching and learning. Other educators might find value in the action research framework as a means of fostering collaboration among staff and a focus on adaptive strategies for diverse learners within inclusive educational settings.
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Keywords (free text)
inclusion, special educational needs and disabilities (SEND), adaptive teaching, subject leaders, skills children need to learn, whole-school practice