O’Sullivan, Katriona and Bird, Niamh and Marshall, Kevin (2021) The DreamSpace STEM-21CLD model as an aid to inclusion of pupils with special education needs. European Journal of Special Needs Education, 36 (3). pp. 469-477. ISSN 0885-6257

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Abstract

Fostering inclusion of students with Special Education Needs (SEN) within mainstream classroom supports positive education outcomes for all. Teachers’ attitudes towards inclusion can also impact; those teachers who perceive themselves as well-trained are more likely to hold positive attitudes towards inclusion. Classroom practices which focus on 21st Century skill development, including collaboration, problem-solving and technology have the potential to positively impact on the education outcomes of students with SEN. The current research sought to explore these themes, and the role a STEM-21st Century Learning by Design (STEM-21CLD) education activity has on teachers’ perceptions and attitudes towards, students with SEN. Nineteen teachers who participated in the STEM-21CLD education activity took part in this qualitative study. Thematic analyses revealed that teachers perceived students differently following participation in the STEM-21CLD activity. Teachers reported seeing students as more confident and capable of leadership. Teachers attitudes towards student with SEN were positively impacted, with a skill focused classroom seen as having a positive influence. Teachers described practical constraints; withdrawal of students for supplementary learning support can mean that these students ‘miss out’ on skill focused learning activities. We argue that the STEM-21CLD learning approach can facilitate teachers to consider inclusive classroom practices in new and innovative ways.

Item Type:	Article
Additional Information:	Cite as: Katriona O’Sullivan, Niamh Bird & Kevin Marshall (2021) The DreamSpace STEM-21CLD model as an aid to inclusion of pupils with special education needs, European Journal of Special Needs Education, 36:3, 469-477, DOI: 10.1080/08856257.2020.1762989
Keywords:	education; teacher attitudes; qualitative research; 21st century skills;
Academic Unit:	Assisting Living & Learning,ALL institute Faculty of Science and Engineering > Psychology
Item ID:	15267
Identification Number:	https://doi.org/10.1080/08856257.2020.1762989
Depositing User:	Katriona O'Sullivan
Date Deposited:	18 Jan 2022 16:04
Journal or Publication Title:	European Journal of Special Needs Education
Publisher:	Taylor & Francis (Routledge)
Refereed:	Yes
URI:	Publisher
Use Licence:	This item is available under a Creative Commons Attribution Non Commercial Share Alike Licence (CC BY-NC-SA). Details of this licence are available here

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