Dimensions of an inclusive physical learning environment

• Autor(a) principal: Sardinha, Lara
• Data de Publicação: 2018
• Outros Autores: Almeida, Ana Margarida Pisco, Pedro, Neuza
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://doi.org/10.34624/id.v10i3.11255

This article is part of a study motivated by concerns regarding young Migrants and youngsters who are Not in Education, Employment or Training (NEET), and their inclusion in the educational and/or training system. A full process of an inclusive educational system calls for the existence/ construction of a Physical Learning Environment (PLE) and the use of active pedagogies, namely those associated with collaborative work, through projects and Technology Enhanced Learning.There has been an increase of learning spaces construction which follow educational models grounded on the “Pedagogy-Technology-Space” triad and physical space importance in teaching and learning has been stressed by some researchers. Nevertheless, physical space has not always been in the centre of discussion. This research aims to understand the role that reconfiguration of space and New Media integration have in the promotion of an inclusive PLE, particularly asregards NEET and Migrants. We propose to create interior design strategies for PLE, specifically considering these populations. This research is eminently exploratory, based on grounded theory and using mixed methods. Two data collection instruments have already been applied and analysed, and from the results obtained we may infer that the use of classroom physical space by both teachers and students is not yet at its best. We also observed that the PLE is not decisivefor the interviewees although they acknowledge their importance for teaching and learning.