Using Student Engagement Theory To Explore Inclusion For Pupils With SEN In Mainstream Schools In England

Abstract

This paper reports part of a study which used student engagement theory to explore inclusive provision for pupils with SEN in a mainstream school. The findings demonstrate that these pupils had qualitatively different patterns of engagement from peers with no SEN. They reported less positive relationships with their class teacher, lower aspirations for the future, and lower self-efficacy. Student engagement theory shed new light on the on the complex interaction of pupils with their learning environment. Comparison between engagement subtypes provided a multidimensional understanding of the engagement of pupils with SEN, with implications for the inclusive teaching of pupils with SEN in mainstream primary schools.