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

Riviere, Hester (2016) Using Student Engagement Theory To Explore Inclusion For Pupils With SEN In Mainstream Schools In England. In: Papers from the Education Doctoral Research Conference 2015. University of Birmingham, Birmingham, pp. 115-121. ISBN 9780704428621

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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.

Type of Work:Book Section
School/Faculty:Colleges (2008 onwards) > College of Social Sciences
Number of Pages:7
Department:School of Education
Date:March 2016
Subjects:L Education > LB Theory and practice of education
Related URLs:
Copyright Status:Copyright in individual papers is owned by the respective author(s) and no paper may be reproduced wholly or in part (except as otherwise permitted under the Copyright, Designs and Patents Act 1988 as subsequently revised) without the express permission in writing of the author(s). Enquiries concerning reproduction outside these terms should be sent in the first instance to the School of Education, University of Birmingham, Edgbaston, Birmingham B15 2TT, UK.
Copyright Holders:The author
ID Code:2150

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