UPSI Digital Repository (UDRep)
|
UPSI Digital Repository (UDRep)
|
|
|
|
||||||||||||||||||||||||||||
| Abstract : Universiti Pendidikan Sultan Idris |
| In Malaysian secondary education, typically only academically able students with learning disabilities and acceptable behaviour join mainstream classrooms for full inclusion. Social participation at school is one key indicator of inclusive education outcomes. Most Malaysian mainstream classrooms group students into small fixed peer-seating groups. This group could represent one support for social participation available to students with learning disabilities (LD) in inclusion classrooms. However, nothing is currently known about the views and experiences of social participation from the perspective of Malaysian students with LD or about the support provided by their peer-seating group in mainstream classrooms. We investigated the social participation of four focal students with LD in two Malaysian inclusive secondary schools, using a qualitative multiple case study design. The peer-seating group played a prominent role in focal students’ social participation. Several themes identified in the analysis revealed the peer-seating group’s facilitation of social participation (i.e. close contact with peer-seating group; working together on tasks; free time together), but other themes identified obstacles (i.e. limited or absent friendship network). This study contributes to a better understanding of the school social participation experiences of Malaysian adolescents with LD. © 2021 Informa UK Limited, trading as Taylor & Francis Group. |
| References |
Bonati, M. L., and E. Andriana. 2021. “Amplifying Children’s Voices Within Photovoice: Emerging Inclusive Education Practices in Indonesia.” British Journal of Learning Disabilities 00: 1–15. doi:10.1111/bld.12405. Bossaert, G., H. Colpin, S. J. Pijl, and K. Petry. 2013. “Truly Included? A Literature Study Focusing on the Social Dimension of Inclusion in Education.” International Journal of Inclusive Education 17 (1): 60–79. doi:10.1080/13603116.2011.580464. Bradley, R. 2016. “‘Why Single me Out?’ Peer Mentoring, Autism and Inclusion in Mainstream Secondary Schools.” British Journal of Special Education 43 (3): 272–288. doi:10.1111/1467-8578.12136. Braun, V., and V. Clarke. 2006. “Using Thematic Analysis in Psychology.” Qualitative Research in Psychology 3 (2): 77–101. doi:10.1191/1478088706qp063oa. Carrington, S., E. Templeton, and T. Papinczak. 2003. “Adolescents with Asperger Syndrome and Perceptions of Friendship.” Focus on Autism and Other Developmental Disabilities 18 (4): 211–218. Carter, E. W., E. A. Common, M. A. Sreckovic, H. B. Huber, K. Bottema-Beutel, J. R. Gustafson, J. Dykstra, and K. Hume. 2014. “Promoting Social Competence and Peer Relationships for Adolescents with Autism Spectrum Disorders.” Remedial and Special Education 35 (2): 91–101. doi:10.1177/0741932513514618. Carter, E., and L. Hall. 2019. “Exploring Feasibility and Fit: Peer-Mediated Interventions for High School Students with Autism Spectrum Disorders.” School Psychology Review 48 (2): 157–169. doi:10.17105/SPR-2017-0112.V48-2. Carter, E.W., C. K. Moss, J. Asmus, E. Fesperman, M. Cooney,M. E. Brock, G. Lyons, H. B. Huber, and L. B. Vincent. 2015.“Promoting Inclusion, SocialConnections, and Learning Through Peer Support Arrangements.” Teaching Exceptional Children 48 (1): 9–18. doi:10.1177/0040059915594784. Chin, M. 2020. “The Zero Reject Policy: A Way Forward for Inclusive Education in Malaysia?” International Journal of Inclusive Education, 1–15. doi:10.1080/13603116.2020.1846800. Chopra, R., and M. Giangreco. 2019. “Effective Use of Teacher Assistants in Inclusive Classrooms.” In Sage Handbook of Inclusion and Diversity in Education, edited by Mathew J. Schuelka, Christopher J. Johnstone, Gary Thomas, and J. Alfredo, 193–207. Thousand Oaks: Sage. Garrote, A., and R. S. Dessemontet. 2015. “Social Participation in Inclusive Classrooms: Empirical and Theoretical Foundations of an Intervention Program.” Journal of Cognitive Education and Psychology 14 (3): 375–388. doi:10.1891/1945-8959.14.3.375. Hammang, A. J. 2012. “The Effect of Seating Assignments on Student Achievement in the Biology Classroom.” MSc dissertation, Montana State University. Hebron, J. S. 2018. “School Connectedness and the Primary to Secondary School Transition for Young People with Autism Spectrum Conditions.” British Journal of Educational Psychology 88 (3): 396–409. doi:10.1111/bjep.12190. Herbert, M. E., M. E. Brock, M. A. Barczak, and E. J. Anderson. 2020. “Efficacy of Peer-Network Interventions for High School Students with Severe Disabilities and Complex Communication Needs.” Research and Practice for Persons with Severe Disabilities 45 (2): 98–114. doi:10.1177/1540796920904179. Hosshan, H. 2020. “An Exploration of the Social Participation of Students with Learning Disabilities in Inclusive Education Programs at Malaysian Secondary Schools.” PhD Dissertation, The University of Sydney. Hosshan, H., R. J. Stancliffe, M. Villeneuve, and M. L. Bonati. 2020. “Inclusive Schooling in Southeast Asian Countries: A Scoping Review of the Literature.” Asia Pacific Education Review 21 (1): 99–119. doi:10.1007/s12564-019-09613-0. Ibrahim, H. 2012. “Including Children with Disabilities in Regular Classes: Current Climate and Future Direction in Malaysia.” In Future Directions for Inclusive Teacher Education: An International Perspective, edited by C. Forlin, 13–22. Abingdon: Routledge. Khairuddin, K., and S. Miles. 2020. “School Staff Members’ and Parents’ Experiences of the Inclusion of Deaf Children in Malaysian Mainstream Schools.” Education 48 (3): 273–287. doi:10.1080/03004279.2019.1664403. |
| This material may be protected under Copyright Act which governs the making of photocopies or reproductions of copyrighted materials. You may use the digitized material for private study, scholarship, or research. |