A group of colleagues from the Durham University Evidence Centre for Education (DECE) were highly commended in the 2018 BERA Public Engagement and Impact Award, for their work on making education fairer. Here I explain some of the work of this... [...]
The SIG provides a forum for critical discussion about all aspects of inclusive education. Our concerns are with the substantive, methodological and ethical aspects of research into inclusive policy, practice, pedagogy, culture and environments. Our interests are international in scope and span formal and informal education, as well as the compulsory and pre- and post-compulsory sectors. A real strength of the SIG is the diversity of its membership, which comprises researchers, together with policy makers and practitioners, who are interested in promoting and using high quality research in this broad field of study. Some have come to researching inclusive education from backgrounds in special education or disability studies, while others have come to study inclusive education in the broadest sense of inclusion meaning everybody. These diverse perspectives and interests bring a vibrancy to our discussions and encourage us to challenge ourselves and others in the pursuit of understanding and developing education which is more inclusive. SIG aims Our aims are to:
- support researchers in developing their theoretical and empirical understandings of the field of inclusive education;
- develop an active network of researchers together with policy-makers and practitioners whose work focuses on this field;
- encourage critical thinking on the development of inclusive learning environments;
- stimulate developments in inclusive research approaches;
- engage in debates around shifting national and global political agenda relating to the development of inclusive education.
SIG events Past Inclusive Education SIG events have included a seminar, in conjunction with the Research Methodology in Education SIG, on ‘Researching Pupil Voice: Issues of Participation and Inclusion’, and a conference on ‘What is Inclusive Pedagogy?’ More recently, a conference at the University of Stirling was organised jointly with the Philosophy of Education SIG, to explore what might be understood by a ‘Philosophy of Inclusive Education’. Papers arising from this conference are to published in December 2014 as a Special Issue in the Cambridge Journal of Education. Our latest event, held at the University of Cambridge, was entitled ‘Changing Legislation and its Radical Effects on Inclusive and Special Education: Perspectives across the Four Nations of the UK’. Each of the four speakers (Dr Jean Ware, University of Bangor, Wales; Professor Sheila Riddell, University of Edinburgh, Scotland; Dr Ron Smith, Queen’s University Belfast, Northern Ireland; Professor Brahm Norwich, University of Exeter, England) have kindly agreed for their presentations to be made available to SIG members, please see the documents on the right. A brief write up of this hugely successful day conference can be found in BERA’s Research Intelligence, Summer 2014. We are also delighted that the editors of the British Journal of Special Education have accepted a proposal for a special edition based on the conference for their December 2014 issue. We aim to continue with a portfolio of similar events, sometimes in collaboration with other SIGs, that stimulate discussion and foster networks. We very much welcome ideas from SIG members about future events.
Latest SIG Content
This blog post springs from a symposium I convened at BERA Conference 2018 entitled ‘Using creative methods to explore complex topics with young participants’. The symposium reflected my growing interest in the topical areas of creative... [...]
The school environment can be particularly challenging for children with attention deficit/hyperactivity disorder (ADHD). Pupils diagnosed with ADHD are typically restless, act without thinking and struggle to concentrate. ADHD can therefore have... [...]
Student behaviour, motivation and the potential of attachment-aware schools to redefine the landscape
The starting point for our article (Parker & Levinson, 2018) was the apparent contradiction in current government policy between an essentially top-down, ‘zero tolerance’ behaviourist model of discipline in schools, as in the Bennett report... [...]
I was interviewing a teacher in a school for excluded pupils who had been providing one-to-one teaching to a child in a longitudinal study I was conducting. We were talking about the very intensive support this child was receiving and trying to... [...]
Investigating classroom contexts for learning for pupils with special educational needs: Class size, groupings and interactions
Many countries follow policies of inclusion in which pupils with special educational needs and disabilities (SEND) are, as far as possible, educated in mainstream settings. For the most part this is regarded as an admirable and socially just aim,... [...]