The participation of children with disability in decision making in the selection, organization and implementation of organized activities in the context of inclusive pre-primary education: action research

Postgraduate Thesis uoadl:2877798 267 Read counter

Unit:
Κατεύθυνση Ειδική Αγωγή
Library of the School of Education
Deposit date:
2019-07-04
Year:
2019
Author:
Sourla Evangelia
Supervisors info:
Ντεροπούλου- Ντέρου Ευδοξία
Επίκουρη Καθηγήτρια, Τμήμα Εκπαίδευσης και Αγωγής στην Προσχολική Ηλικία. Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών
Original Title:
Η συμμετοχή των νηπίων με αναπηρία στη λήψη αποφάσεων κατά την επιλογή, οργάνωση και υλοποίηση των οργανωμένων δραστηριοτήτων στο πλαίσιο της ενταξιακής προσχολικής εκπαίδευσης: έρευνα δράσης
Languages:
Greek
Translated title:
The participation of children with disability in decision making in the selection, organization and implementation of organized activities in the context of inclusive pre-primary education: action research
Summary:
Children are rarely considered as citizens with the right to participate in public life. Instead, adults act on behalf of children in establishing laws, policies and practices regarding significant issues that form their life, such as their education, arguing that the “innocence” and “immaturity” of children do not allow them to participate in decision making procedures on issues that concern them (Cohen, 2005 ·MacNaughton et al., 2007). In the face of such a dominant perception, a significant group of researchers argues to the opposite claiming that children, being persons with capabilities and competences, have the right to be actively involved in decisions affecting their own life (Christensen & James, 2000· Hill et al., 2004· Stafford et al., 2003).
In education, the exploration of children’s viewpoint regarding the concept of inclusion is a new research field, as the views of children are either excluded or marginalized, whereas it plays a primary role (Corbett & Slee, 2000) in stressing the value of children’s voice, regardless of their age or their diagnosis into an inclusion learning framework where everybody has opportunities of choice and self-determination (Mittler, 2000). In the field of inclusive education, the concept of participation is considered to be central, determining the quality of education provided to all children, considering that inclusion is correlated to equal participation, justice, human rights and democracy (Niholm, 2006· Forslund Frykedal & Hammar Chiriac).
The scope of the action research at hand is to study and register the participation of children with disability in the decision-making process within organized activities of Kindergarten. In the context of the inclusive nature of the study, children are given the opportunity to express their viewpoint regarding their participation as well as to participate in the decision-making process regarding the choice, organization and implementation of structured activities of Kindergarten.
The theoretical context of the research is connected to learning theories of the constructivist approach of knowledge whereas the educational interventions were designed based on pedagogical didactic approaches according to principles of student-centered education. The methodology of study adopts the characteristics of the quality approach of the action research. The collection of data followed the method of triangulation, thus ensuring evidence stemming from the viewpoints of the educator-researcher, the critical friend and the children in combination with the use of three different research tools. The analysis of findings was made using the method of thematic content analysis. In this research participated four children with disability who are members of a school group of nineteen (19) children attending a kindergarten class, their teacher was the educator-researcher.
From the analysis of the findings it is established that children primarily choose and organize the educational procedure based on their own personal interests and experiences, whereas the joint formulation of the educational process results in their active involvement in the didactic act. In addition, a significant factor enhancing their participation during the research process is the interaction among children as well as with their educator-researcher, since the emotional involvement of the latter and the appreciation of the children’s viewpoint enhances their participation in the educational process. Finally, the conclusions of the research point out the primary role of the educator in the utilization of proper didactic methods and strategies in view of creating a differentiated learning environment that would respond to the needs of children enhancing their role as co-formulators of the educational process.
Main subject category:
Education
Keywords:
participation of children with disability, joint formulation of educational process, inclusive education, role of educator, action research
Index:
No
Number of index pages:
0
Contains images:
Yes
Number of references:
327
Number of pages:
294
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