What Is Inclusive Education? Voices and Views From a Carpentry Classroom Workshop
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://doi.org/10.17645/si.v10i2.5099 |
Resumo: | Theories of inclusive education usually assume the schooling of all students within the same educational contexts, focusing on presence, participation, and success. However, the current implementation of inclusive education in regular schools has encountered resistance and difficulties that have led to special education schools assuming a complementary role in ensuring that all students’ educational needs are met. In this context, the limited scope of inclusive education theories is evident. Therefore, the present case study addresses the need to develop new theories to adapt inclusive practices to a carpentry classroom workshop. Our research took place in a carpentry classroom workshop in a Catalan special education school and aimed to identify the various meanings that participants (students and teachers) give to inclusive education, especially regarding presence, participation, success, and relationships between students. The results indicate that, while literature on inclusive education is divergent, literature on the Sloyd methodology converges. In conclusion, we invite readers to consider the need for more research on inclusive education in a given context and in relation to the Sloyd educational methodology. |
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What Is Inclusive Education? Voices and Views From a Carpentry Classroom Workshopcarpentry students; educational needs; inclusive education; Sloyd; social inclusion; special education schoolTheories of inclusive education usually assume the schooling of all students within the same educational contexts, focusing on presence, participation, and success. However, the current implementation of inclusive education in regular schools has encountered resistance and difficulties that have led to special education schools assuming a complementary role in ensuring that all students’ educational needs are met. In this context, the limited scope of inclusive education theories is evident. Therefore, the present case study addresses the need to develop new theories to adapt inclusive practices to a carpentry classroom workshop. Our research took place in a carpentry classroom workshop in a Catalan special education school and aimed to identify the various meanings that participants (students and teachers) give to inclusive education, especially regarding presence, participation, success, and relationships between students. The results indicate that, while literature on inclusive education is divergent, literature on the Sloyd methodology converges. In conclusion, we invite readers to consider the need for more research on inclusive education in a given context and in relation to the Sloyd educational methodology.Cogitatio2022-04-20info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.17645/si.v10i2.5099oai:ojs.cogitatiopress.com:article/5099Social Inclusion; Vol 10, No 2 (2022): Promoting Social Inclusive Experiences in Uncertain Times; 75-842183-2803reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPenghttps://www.cogitatiopress.com/socialinclusion/article/view/5099https://doi.org/10.17645/si.v10i2.5099https://www.cogitatiopress.com/socialinclusion/article/view/5099/5099Copyright (c) 2022 Rafel Argemí‐Baldich, Paulo Padilla‐Petry, María Inés Massot‐Lafóninfo:eu-repo/semantics/openAccessArgemí‐Baldich, RafelPadilla‐Petry, PauloMassot‐Lafón, María Inés2022-12-20T11:00:09Zoai:ojs.cogitatiopress.com:article/5099Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T16:21:37.095879Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
What Is Inclusive Education? Voices and Views From a Carpentry Classroom Workshop |
title |
What Is Inclusive Education? Voices and Views From a Carpentry Classroom Workshop |
spellingShingle |
What Is Inclusive Education? Voices and Views From a Carpentry Classroom Workshop Argemí‐Baldich, Rafel carpentry students; educational needs; inclusive education; Sloyd; social inclusion; special education school |
title_short |
What Is Inclusive Education? Voices and Views From a Carpentry Classroom Workshop |
title_full |
What Is Inclusive Education? Voices and Views From a Carpentry Classroom Workshop |
title_fullStr |
What Is Inclusive Education? Voices and Views From a Carpentry Classroom Workshop |
title_full_unstemmed |
What Is Inclusive Education? Voices and Views From a Carpentry Classroom Workshop |
title_sort |
What Is Inclusive Education? Voices and Views From a Carpentry Classroom Workshop |
author |
Argemí‐Baldich, Rafel |
author_facet |
Argemí‐Baldich, Rafel Padilla‐Petry, Paulo Massot‐Lafón, María Inés |
author_role |
author |
author2 |
Padilla‐Petry, Paulo Massot‐Lafón, María Inés |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Argemí‐Baldich, Rafel Padilla‐Petry, Paulo Massot‐Lafón, María Inés |
dc.subject.por.fl_str_mv |
carpentry students; educational needs; inclusive education; Sloyd; social inclusion; special education school |
topic |
carpentry students; educational needs; inclusive education; Sloyd; social inclusion; special education school |
description |
Theories of inclusive education usually assume the schooling of all students within the same educational contexts, focusing on presence, participation, and success. However, the current implementation of inclusive education in regular schools has encountered resistance and difficulties that have led to special education schools assuming a complementary role in ensuring that all students’ educational needs are met. In this context, the limited scope of inclusive education theories is evident. Therefore, the present case study addresses the need to develop new theories to adapt inclusive practices to a carpentry classroom workshop. Our research took place in a carpentry classroom workshop in a Catalan special education school and aimed to identify the various meanings that participants (students and teachers) give to inclusive education, especially regarding presence, participation, success, and relationships between students. The results indicate that, while literature on inclusive education is divergent, literature on the Sloyd methodology converges. In conclusion, we invite readers to consider the need for more research on inclusive education in a given context and in relation to the Sloyd educational methodology. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-04-20 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://doi.org/10.17645/si.v10i2.5099 oai:ojs.cogitatiopress.com:article/5099 |
url |
https://doi.org/10.17645/si.v10i2.5099 |
identifier_str_mv |
oai:ojs.cogitatiopress.com:article/5099 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
https://www.cogitatiopress.com/socialinclusion/article/view/5099 https://doi.org/10.17645/si.v10i2.5099 https://www.cogitatiopress.com/socialinclusion/article/view/5099/5099 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 Rafel Argemí‐Baldich, Paulo Padilla‐Petry, María Inés Massot‐Lafón info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 Rafel Argemí‐Baldich, Paulo Padilla‐Petry, María Inés Massot‐Lafón |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Cogitatio |
publisher.none.fl_str_mv |
Cogitatio |
dc.source.none.fl_str_mv |
Social Inclusion; Vol 10, No 2 (2022): Promoting Social Inclusive Experiences in Uncertain Times; 75-84 2183-2803 reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
instname_str |
Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
instacron_str |
RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository.name.fl_str_mv |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
repository.mail.fl_str_mv |
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1799130662905577472 |