Hearing our students’ voices: an exploration of young adolescent students’ perspectives on inclusive classroom teaching practices
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Abstract
This research study seeks to understand the perceptions and perspectives of young adolescent students related to the use of inclusive learning strategies in their learning. The purpose of the knowledge created by this study is to provide insights about inclusion and inclusive strategies to enhance the practice of teachers. It addresses the research question, ‘How do early adolescent students perceive inclusive teaching practices?’ To answer this, both qualitative and quantitative data was collected using mixed methods research methodology with an on-line survey to adolescent students in grades 5, 6 and 7. The survey was offered to students in seven classrooms in grades 5-7 in an elementary school. Questions on the survey focused on students’ perceptions of research-based Universal Design for Learning strategies teachers are using, specifically those strategies used to teach in a variety of ways, to give students choice within their learning, and to give students opportunities to show what they know in a variety of ways. An analysis of the data revealed five themes: 1. Early adolescent students value choice within their learning; 2. There is considerable diversity in the way in which early adolescent students want and need to receive information. Therefore, it is important that teachers teach in a variety of ways; 3. Early adolescent students value being given the opportunities to show what they know in a variety of ways, but either are not offered this opportunity, or are unaware when they are; 4. There is significant variability between the perspectives and perceptions of early adolescent students about what creates a feeling of belonging in a classroom and; 5. Teacher care and kindness is important for fostering a feeling of well-being in inclusive classrooms. Implications from this study and recommendations for further research are discussed.