Abstract
| Language | English |
|---|---|
| Pages | 52-72 |
| Number of pages | 21 |
| Journal | Support for Learning |
| Volume | 33 |
| Issue number | 1 |
| DOIs | |
| Publication status | Published - 14 Apr 2018 |
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Keywords
- science outreach
- differentiation
- inclusion
- curriculum
Cite this
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Why 'science for all' is only an aspiration : staff views of science for learners with Special Educational Needs and Disabilities. / Essex, Jane.
In: Support for Learning, Vol. 33, No. 1, 14.04.2018, p. 52-72.Research output: Contribution to journal › Article
TY - JOUR
T1 - Why 'science for all' is only an aspiration
T2 - Support for Learning
AU - Essex, Jane
N1 - This is the peer reviewed version of the following article: Essex, J 2018, 'Why 'science for all' is only an aspiration: staff views of science for learners with Special Educational Needs and Disabilities' Support for Learning, vol. 33, no. 1, pp. 52-72., which has been published in final form at https://doi.org/10.1111/1467-9604.12191. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving.
PY - 2018/4/14
Y1 - 2018/4/14
N2 - Teacher and support staff perceptions of science learning, and specifically engagement with science outreach, by pupils with Special Educational Needs and Disabilities (SEND) were ascertained through questionnaires. The responses indicated that science is seen as serving distinctive learning purposes when undertaken by learners with SEND. Staff who accompanied SEND pupils to science outreach events expressed more positive views about separate outreach events for SEND pupils than other respondents, in line with current policy expectations of differentiated classroom practice. The desire for different provision for SEND learners also appeared to be associated with the staffs' pastoral concerns about their pupils and their reluctance to let their pupils 'fail'. The data suggests that, despite policy and legislative reform in the UK, curriculum science is still viewed primarily as a means to career progression for an able minority, rather than as an educational and cultural entitlement for all.
AB - Teacher and support staff perceptions of science learning, and specifically engagement with science outreach, by pupils with Special Educational Needs and Disabilities (SEND) were ascertained through questionnaires. The responses indicated that science is seen as serving distinctive learning purposes when undertaken by learners with SEND. Staff who accompanied SEND pupils to science outreach events expressed more positive views about separate outreach events for SEND pupils than other respondents, in line with current policy expectations of differentiated classroom practice. The desire for different provision for SEND learners also appeared to be associated with the staffs' pastoral concerns about their pupils and their reluctance to let their pupils 'fail'. The data suggests that, despite policy and legislative reform in the UK, curriculum science is still viewed primarily as a means to career progression for an able minority, rather than as an educational and cultural entitlement for all.
KW - science outreach
KW - differentiation
KW - inclusion
KW - curriculum
UR - http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1467-9604
U2 - 10.1111/1467-9604.12191
DO - 10.1111/1467-9604.12191
M3 - Article
VL - 33
SP - 52
EP - 72
JO - Support for Learning
JF - Support for Learning
SN - 0268-2141
IS - 1
ER -