Teachers Working with Students with High and Very High Needs and Their Perceptions of Innovative Learning Environments

Autor/inn/en	Page, Angela; Anderson, Joanna; Charteris, Jennifer
Titel	Teachers Working with Students with High and Very High Needs and Their Perceptions of Innovative Learning Environments
Quelle	In: Asia Pacific Journal of Education, 43 (2023) 3, S.895-911 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Page, Angela) ORCID (Anderson, Joanna) ORCID (Charteris, Jennifer)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0218-8791
DOI	10.1080/02188791.2023.2177614
Schlagwörter	Foreign Countries; Teacher Attitudes; Special Needs Students; Educational Innovation; Classroom Environment; Severe Disabilities; Students with Disabilities; Inclusion; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Lehrerverhalten; Sonderpädagogischer Förderbedarf; Instructional innovation; Bildungsinnovation; Klassenklima; Unterrichtsklima; Severe disability; Schwerbehinderung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Inklusion; Neuseeland
Abstract	In the past 10 years Aotearoa/New Zealand, the educational landscape has experienced a significant shift towards Innovative Learning Environments (ILEs). The paper discusses the perceptions of 79 Aotearoa/New Zealand teachers who work with students with high and very high needs in mainstream Innovative Learning Environments (ILEs), and the aspects of pedagogical practices and classroom environments that have an impact on teaching and learning. An online questionnaire was distributed to teachers and the quantitative findings indicated generally positive views of ILEs for teaching and learning for all students. Innovative learning spaces were considered as beneficial for the teaching and learning of high needs as well as for students with very high needs. Open-ended questions included in the survey, however, enquiring into the benefits and concerns of ILEs for students with additional needs, reported that while overall benefits could be perceived, there were apprehensions about if and how the ILE is the best model for students with significant disability. The results are discussed in terms of applying the findings to a broader argument that supports the inclusion of students with additional needs within ILEs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01