Exploring the participation and agency of students with special education needs in a Macau‐Chinese secondary school
Bibliographic Data
| ID | 21722981 |
|---|---|
| Authors | Ana María Ramalho Correia (0000-0001-5840-4161, University of Saint Joseph Macau, corresponding author), Chris Forlin (0000-0002-6438-9591, The University of Notre Dame Australia, corresponding author), Eva Sio (University of Saint Joseph Macau, corresponding author) |
| Year | 2022 |
| Volume | 22 |
| Issue | 3 |
| Pages | 288-296 |
| Publication date | 2022-07-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Research in Special Educational Needs (JOURNAL) |
| Journal identifiers | ISSN: 1471-3802 • E-ISSN: 1471-3802 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/1471-3802.12566 |
| OpenAlex | W4281754709 |
| Language | EN |
| Citations received | 3 |
| References cited | 24 |
The research explores the perceptions of five secondary school students with special education needs (SEN) about their participation in learning, group membership, and agency within an inclusive school in Macau SAR. This goal is achieved by using students' voices documented in open‐ended interviews and is underpinned by the conceptual framework of heutagogy. The aim is to shed light on students' perceptions on school effectiveness in supporting their needs through successful participation and agentic possibilities. Findings showed that students were more prone to social rejection and being isolated or bullied than their peers. They were struggling to feel included or participate, their needs were only partially being met, and they had few opportunities to exert influence on their educational trajectories. Recommendations are provided to assist educators and schools in enhancing students with SEN to connect to the learning process and community, with the provision of appropriate learning adjustments and more active approaches to ensure their acceptance by mainstream students, including the formation of coaching peers to assist in developing social and academic skills under teacher's scaffolding practices. This study highlights the contribution of the heutagogical perspective to advance research on the participation and agency of students with SEN in mainstream schools
Coaching · Mainstream · Medical education · Pedagogy · Perception · Political science · Qualitative research · Sociology · Special needs · Child Development and Digital Technology · Diverse Education Studies and Reforms · Family and Disability Support Research · Medicine · Psychology · Social Psychology
What is Education For? On Good Education, Teacher Judgement, and Educational Professionalism
Thematic Analysis
Socially responsive classrooms for students with special educational needs and disabilities
On the notion of worthwhile agency in reformist pedagogies
Perceived participation. A comparison of students with disabilities and students without disabilities
Perceived efficacy of teachers in Macao and their alacrity to engage with inclusive education
Belonging in an age of exclusion
Placement, inclusion, law and teachers’ perceptions in Macao’s schools
Contesting the Alamo and smartness
Face and Authority
Pathways to participation
What is student agency and why is it needed now more than ever
| Unique citing works | 3 |
|---|---|
| Citations per year | 1 |
| Citation span | 2023 - 2025 (3) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 3 |