Students' Perspectives on Inclusive Education in Finland
Dados Bibliográficos
| ID | 7149541 |
|---|---|
| Autores | Mirva Poikola (0000-0003-3883-0854, School of Educational Sciences and Psychology University of Eastern Finland Joensuu Finland, autor correspondente), Eija Kärnä (0000-0001-8107-3604, School of Educational Sciences and Psychology University of Eastern Finland Joensuu Finland), Kreeta Pölönen (Law School University of Eastern Finland Joensuu Finland) |
| Ano | 2025 |
| Volume | 39 |
| Fascículo | 6 |
| Páginas | 1079-1091 |
| Data de publicação | 2025-11-01 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Children & Society (JOURNAL) |
| Identificadores do periódico | ISSN: 0951-0605 • E-ISSN: 1099-0860 |
| Editora | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/chso.12976 |
| OpenAlex | W4410851538 |
| Idioma | EN |
| Referências citadas | 50 |
There is a need for longitudinal and systematic focus on the students' perspective on inclusive education in the field of educational research, especially in Finland. This study contributes to this research area by introducing students' perspectives on studying in inclusive classrooms. The participants were Finnish comprehensive school students from inclusive classrooms in years 5, 7 and 8. The method of empathy‐based stories (MEBS) was utilised in the data collection and resulted in 79 stories from the students. The stories were written based on two different frame stories related to studying in an inclusive classroom, and this data was analysed with thematic analysis. The results showed that students hoped for support for learning in a positive learning environment. A positive learning environment was often related to good discipline, group spirit and peer support, whereas negative aspects in the learning environment were identified as noise, bullying and lack of support. A teacher often played a key role, especially in situations where classroom management and support for learning were needed. The findings are further discussed in relation to the human rights‐based approach of inclusive education and previous research focusing on the student perspectives on inclusion
Mathematics education · Medical education · Pedagogy · Political science · Sociology · Disability Education and Employment · Disability Rights and Representation · Inclusion and Disability in Education and Sport · Medicine · Psychology
Improving Schools, Developing Inclusion
Engaging with the views of students to promote inclusion in education
Inclusion Understood From the Perspectives of Children With Disability
Thematic analysis
The 21st Century Reforms (Re)Shaping the Education Policy of Inclusive and Special Education in Finland
Approaches that Address Social Inclusion for Children with Disabilities
Children, classrooms and challenging behaviour
Students' views of inclusive education
Reproducing inequality through ambivalence, ignorance, and innocence – Revisiting practices of equality and human rights in Finnish teacher education
Child‐Led Participation
Students as researchers for promoting school improvement and inclusion
Mapping research on inclusive education since Salamanca Statement
Experiences and learning outcomes of students without special educational needs in inclusive settings
Defining Social Inclusion for Children with Disabilities
How do childhood and children's rights mean what they mean? Innovating the debate around the social semantics of childhood and children's rights through an interdisciplinary approach
Towards Voice‐Inclusive Practice
Everyday Segregation Amongst Disabled Children and Their Peers
A review of thinking and research about inclusive education policy, with suggestions for a new kind of inclusive thinking
Truly included? A literature study focusing on the social dimension of inclusion in education
Being included – experiences of social participation of pupils with special education needs in mainstream schools
The missing voices
What makes a good school? Perspectives of students at inclusive secondary schools in Germany
The impact of inclusive education reforms on students with disability
The social acceptance of neurodiverse children in Irish primary schools
Experiencing ‘inclusion’
Students’ experiences and learning of social inclusion in team activities in physical education
Hidden contradictions and conditionality
Making meaning of inclusive education
Emerging Strategies in Social Psychological Research
Techniques to Identify Themes
| Velocidade de citação | historical |
|---|---|
| Altamente citado | Não |