A Teacher´s Log as an Ethographical Source about Processes in an Inclusive Classroom
Author(s):
Sandra Schuetz (presenting / submitting) Claudia Ovrutcki
Conference:
ECER 2015
Network:
04. Inclusive Education
Format:
Poster

Session Information

04 SES 05.5 PS, General Poster Session

General Poster Session

Time:
2015-09-09
12:30-14:00
Room:
Poster Area
Chair:

Contribution

The Convention on the Rights of Persons with Disabilities revealed a broad discussion about equity and inclusion in the field of education (United Nations 2006). Therefore the number of publications about mainstream schools including children with special needs has significantly increased. Most of the reports however refer rather to primary school than to secondary school level and remain on the surface rather than explore insights of the processes in daily school settings.

As a result the main research question in this study is: Which processes and activities as well as chances and challenges may be observed and experienced in an inclusive secondary school classroom by a special education teacher in daily life?

Method

This study will use the ethnographic approach (Atkinson et al. 2001; Lüders 2004) and case studies within a qualitative research methodology (Denzin & Lincoln 2011) because the focus of interest lies in exploring inclusive processes and activities as well as in the situation of students with disabilities. The project investigates a log (observation protocol) from an experienced special education teacher in an inclusive secondary school (5th grade) over the period of one school year.

Expected Outcomes

The poster shows the important outcomes of the qualitative analysis of the ethnography and the case studies: The findings give insights in the perceived experiences, thoughts and feelings as well as chances and challenges occurred in the inclusive classroom. Besides, the case studies give a detailed description of the life-world of children with special educational needs in a mainstream school. Especially interesting is the observer´s view over the time and possible changes. Ethnography is understood as a pre-interpreted meaning-creation of the field researcher (Lüders 2004). That is why the descriptions of the inclusive classroom provide rather an insight in perceptions of the teacher. However, this study helps to provide explorative data which offers a good background for further injury and methodological developments in the field of inclusive education.

References

Atkinson, P., Coffey, S. D., Lofland, J., & Lofland, L. (eds). (2001). Handbook of Ethnography. London: Sage. Denzin, N. K., & Lincoln, Y. S. (2011). The SAGE Handbook of qualitative research ( 4th ed.). Los Angeles: Sage Publications. Lüders, C. (2004). Field Observation and Ethnography. In: Flick, U., von Kardoff, E., & Steinke, I. (Eds.): A Companion to Qualitative Research (222-230). London, Thousand Oaks, New Delhi: Sage. United Nations (ed.). (2006). Convention on the Rights of Persons with Disabilities. New York: United Nations. Retrieved June, 6th, 2014, from http://www.un.org/disabilities/convention/conventionfull.shtml

Author Information

Sandra Schuetz (presenting / submitting)
University of Munich
Institut of Education and Rehabilitation
Munich
Claudia Ovrutcki
Inclusive Secondary School „Lernwerkstatt Donaustadt“ in Vienna, Austria

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