Improving participation and inclusion
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Authors
Meneses, Camila Villalobos
Issue Date
2016
Educational Level
ISCED 2: Lower secondary education
Curriculum Area
Geographical Setting
Chile
Abstract
Context:The study is set in a school on Chiloé Island, Chile, focusing on students from grades 5 to 8 (10 to 14 years old) who are part of the Programa de Integracion Escolar (PIE), which aims to enhance inclusion and participation of students with special educational needs.
Aims: To investigate the participation and inclusion of PIE students in English classes, aiming to improve their motivation and engagement through various strategies.
Methods: The teacher employed questionnaires for students and teachers, and reflective journals, focusing on PIE students' perceptions of English classes, their participation, and motivation.
Findings: PIE students felt nervous and preferred group activities that involved hands-on or creative work. They felt awkward when singled out for answers in class. Interventions included more interactive activities and restructured group seating, which led to increased happiness, motivation, and participation among students.
Implications: The research highlights the importance of inclusive practices that consider the feelings and preferences of students with special educational needs. Activities that promote group interaction and minimize spotlighting individual students can enhance their learning experience and sense of belonging.
Aims: To investigate the participation and inclusion of PIE students in English classes, aiming to improve their motivation and engagement through various strategies.
Methods: The teacher employed questionnaires for students and teachers, and reflective journals, focusing on PIE students' perceptions of English classes, their participation, and motivation.
Findings: PIE students felt nervous and preferred group activities that involved hands-on or creative work. They felt awkward when singled out for answers in class. Interventions included more interactive activities and restructured group seating, which led to increased happiness, motivation, and participation among students.
Implications: The research highlights the importance of inclusive practices that consider the feelings and preferences of students with special educational needs. Activities that promote group interaction and minimize spotlighting individual students can enhance their learning experience and sense of belonging.
Description
Keywords (free text)
english as a foreign language , inclusion