Planning for Success
Asynchronous Session
Featured Study of Primary School Teachers' Views and Experiences of Personal Education Plans for Children in Care in Northern Ireland View Digital Media
Paper Presentation in a Themed Session Patricia Nicholl
There is overwhelming evidence that the educational outcomes of children in care are poor in comparison to their peers. There has been ongoing concern regarding the effectiveness of the Personal Education Plan (PEP) policy in promoting the educational attainment of this cohort of children. This study explores the current legal, policy and practice initiatives for supporting the educational rights of children in care and employed a qualitative methodology which utilised purposive sampling techniques to elicit the views and experiences of 20 primary school in respect of; their experiences of PEPs; multi-professional collaboration in respect of PEPs; teachers understanding and experience of children’s educational rights as defined in the 1989 United Nations Convention on the Rights on the Child and explored the possibility of more suitable practice models that might better support children in care achieve their potential in education? A Research Advisory Group (RAG) incorporating key professionals was established to contribute to the research data collection instruments and support the analysis and dissemination of findings. Data was collated through interviews and focus groups and emerging themes were considered through a collaborative discursive process with the Research Advisory Group. Interviews were conducted via online platforms and were audio-recorded with consent and pseudonyms used. Data was analysed thematically and findings are presented to contribute to the body of knowledge on Personal Education Planning processes for the promotion of the educational attainment of children in care in Northern Ireland.
Intercultural Learning In Plurilingual Contexts: How Can We Do It In Inclusive Adult Deaf Education Scenarios? View Digital Media
Paper Presentation in a Themed Session Joaquim Melro, Margarida César
In Portugal, intercultural education in plurilingual contexts is a main topic in policy documents, particularly in those concerned with inclusive education. Schools should promote education that befits the educational needs of all students, respecting the multicultural population that attends it. These ideals are particularly important for Deaf students. However, moving from the principles into practices is no easy task. Deaf belong to a minority culture and speak a minority language (Portuguese Sign Language). They face cultural and language barriers because they are taught in a second language. Those barriers do not facilitate their academic learning and their inclusion in the society. Assuming an interpretative approach, we developed a case study to know the social representations and feelings of Deaf adult students (N=11) from a mainstream school in Lisbon. Other participants were their teachers, the researcher and other educational agents. This study aims at knowing how Deaf students experience their inclusion process in this school. Data collecting instruments included interviews, questionnaires, observation, documents and tasks inspired in projective techniques. Data was treated through a narrative content analysis, from which inductive categories emerged. We discuss some students’ accounts. The empirical evidence allows us understanding how the mediation of an oral language and of this school’s culture is distressing for students’ acting. Learning in a culture and in a language other than their own means many barriers to be overcome. Instead of highlighting the richness of diversity, many of this school practices try to promote homogeneity, forgetting the needed of a curricular interculturality.
