Pilson, Anna (2019) 'Participation to emancipation to inclusion? developing an active participatory research model with children with a visual impairment to promote educational inclusion, through improving teacher training provision on SEND.', in Imagining Better Education: Conference Proceedings 2018. Durham, England: Durham University, School of Education, pp. 164-182. Imagining Better Education.
This article outlines a proposed empirical study exploring the development of an innovative, participatory research methodology, related to the ‘Children-as- Researchers’ model (Kellett, 2005; Fielding, 2004). Its key aim is to conduct research with a cohort of pupils with a visual impairment (hereafter VI), who will develop research skills and subsequently plan, create, deliver and evaluate a resource to promote inclusive practice amongst Initial Teacher Training (ITT) students. This could develop participants’ self-monitoring skills (Koenig and Holbrook, 2009), which would result in self-empowerment (Davis and Watson, 2000). The project concurrently aims to enhance ITT SEND training provision, meeting Ofsted’s (2008) recommendation that ITT providers offer opportunities for students to develop specific knowledge about particular diagnostic categories of SEND (later defined by the DfE’s 2015 updated SEN Code of Practice as 4 broad areas of need).
|Item Type:||Book chapter|
|Full text:||(VoR) Version of Record|
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|Publisher Web site:||https://www.dur.ac.uk/education/|
|Date accepted:||No date available|
|Date deposited:||15 March 2019|
|Date of first online publication:||2019|
|Date first made open access:||No date available|
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