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

Pilson, Anna

Abstract

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).

Citation

Pilson, A. (2019, December). 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. Presented at Imagining Better Education, Durham, England

• Presentation Conference Type: Conference Paper (published)
• Conference Name: Imagining Better Education
• Publication Date: Jan 1, 2019
• Deposit Date: Mar 15, 2019
• Publicly Available Date: Mar 15, 2019
• Pages: 164-182
• Series Title: Imagining Better Education
• Book Title: Imagining Better Education: Conference Proceedings 2018.
• ISBN: 9780907552154
• Public URL: https://durham-repository.worktribe.com/output/1143117
• Publisher URL: https://www.dur.ac.uk/education/