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Knowing me, knowing you: how school educators cope with the challenges of inclusion in deprived and non-deprived areas.

Walker, T., Burbidge, E., Arden-Close, E. and Panourgia, C., 2024. Knowing me, knowing you: how school educators cope with the challenges of inclusion in deprived and non-deprived areas. International Journal of Inclusive Education.

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[img] PDF
Inclusion challenges and coping MAIN MANUSCRIPT_with author details.pdf - Accepted Version
Restricted to Repository staff only until 21 August 2025.
Available under License Creative Commons Attribution Non-commercial.

356kB

DOI: 10.1080/13603116.2024.2309870

Abstract

Inclusive classrooms have become a focus in mainstream education in recent years. However, challenges for educators are often overlooked. This study utilised an exploratory, qualitative research approach following Strauss and Corbin’s variant of Grounded Theory [Corbin, J., and A. Strauss. 2015. Basics of Qualitative Research. Sage] to investigate this; semi-structured interview data was collected from 19 educational professionals, utilising theoretical sampling techniques. Participants were working in deprived and non-deprived areas and were interviewed about their experiences of facilitating inclusion. Data was analysed using Grounded Theory; ‘Knowing’: yourself and your students emerged as the core category, with main categories of attitudes, sacrifices, student empowerment, meeting needs and barriers. Boundaries around time and emotional investment were paramount, as was available non-judgemental support. Student empowerment alleviated pressure on educators. Deprivation exacerbated challenges such as workload, student emotional and social needs, and emotional toll on educators.

Item Type:Article
ISSN:1360-3116
Uncontrolled Keywords:Educators; grounded theory; inclusion; deprivation;coping strategies; boundaries
Group:Faculty of Science & Technology
ID Code:39520
Deposited By: Symplectic RT2
Deposited On:29 Feb 2024 08:58
Last Modified:16 May 2024 12:44

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