Missing out? Challenges to hearing the views of all children on the barriers and supports to learning

Porter, Jill

doi:10.1080/03004270903099892

Cited by 3 publications

(4 citation statements)

References 19 publications

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“…Relationships are a prominent theme within the literature in terms of the adult‐child communicative relationship (see Greathead et al, 2016; Porter, 2009) and the collaborative relationship between the adults supporting the child (see Harding, 2009). Participants in this study describe an adult–child communicative relationship in which they attend to and give meaning to a range of observable actions to interpret a child's views.…”

Section: Discussionmentioning

confidence: 99%

“…There is agreement within the literature that approaches to exploring the views of children with profound and multiple learning difficulties should draw upon multiple sources of information to increase the validity of the views obtained (Harding, 2009; Porter, 2009; Taylor, 2007; Ware, 2004). The potential for a child's views to be biased by an adult's wishes and feelings may be reduced when triangulation of the information gathered takes place.…”

Section: Discussionmentioning

confidence: 99%

“…The current study expands upon the idea that organisational ethos and culture can affect a child's expression of views (see Porter, 2009;Ware, 2004;Wright, 2008). While the literature focusses upon the value an organisation places upon seeking a child's views, participants describe how organisational contexts can foster collaborative relationships between adults that enable them to develop their knowledge and understanding of a child's views through their interactions with others.…”

Section: Relational and Social Contextsmentioning

confidence: 93%

“…Adults who are familiar with a child may have the highest degree of emotional involvement affecting how the child's communication and views are interpreted (Ware, 2004) with potential for bias (Sharma, 2021; Wright, 2008). Adult behaviour may shape children's responses when exploring their views using interactional approaches (Porter, 2009). Greathead et al (2016) consider communication as a two‐way interaction, observing how a child's communicative acts and an adult's behaviours may affect how children with learning difficulties communicate their views about school activities.…”

Section: Introductionmentioning

confidence: 99%

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Understanding the views of children with profound and multiple learning difficulties for person‐centred planning

Farmer

Stringer

2023

Brit J Learn Disabil

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BackgroundAll children have the right to express their views about matters affecting them and participate in decision‐making for their future irrespective of their intellectual ability. This study explores the adult role in understanding the views of children with profound and multiple learning difficulties who are not using a formal communication system and require adults to speak on their behalf.MethodsThe study employs a qualitative multiple case study design involving three children with profound and multiple learning difficulties attending one special school. Social constructivist grounded theory approaches inform data gathering and analysis. Eight interviews are conducted with parents and professionals to explore how they understand the children's views and how this understanding informs person‐centred planning, combined with observations of the children in school and observations of their person‐centred planning meetings.FindingsAdult participants consider the children in the study to have agency and ability to affect the world around them. They believe the children can express their likes, dislikes and what they want but they think the children would have difficulty communicating their views about their health, medical needs and disability. They describe a range of observable actions made by a child to which they give meaning when interpreting the child's views. The actions a person takes as a child's communication partner can enable the child to develop and communicate their views. A process of observation and comparison allows adults to explore different interpretations of a child's views. Perspectives offered by professionals from different fields enable a child's views to be understood in different ways.ConclusionsAdults develop their understanding of the children's views over time in relational and social contexts. Different interpretations of a child's communication are considered when adults collaborate, leading to socially constructed understandings of a child's views. Adults infer the meaning of a child's views about what is important to them for the future from their understanding of the child's views in the present, which informs person‐centred planning.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Relational and Social Contextsmentioning

confidence: 93%

Section: Introductionmentioning

confidence: 99%

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Understanding the views of children with profound and multiple learning difficulties for person‐centred planning

Farmer

Stringer

2023

Brit J Learn Disabil

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Methodological Issues in Collecting Children's View Part 2: Using Nominal Group Technique to Explore Children's Views of the Difficulties Encountered in School

Porter

2012

Procedia - Social and Behavioral Sciences

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Developing inclusive classroom communities: what matters to children?

2021

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This paper presents a recent study that examined how more inclusive classroom communities might be achieved. We were particularly interested in the contributions that children's perspectives could make to this work. The Framework of Participation, as a research tool, underpinned the research both conceptually and methodologically. We drew on an understanding of inclusive practice that recognises that individual differences between all learners are to be expected and welcomed, and acknowledges the complexity of everyday classroom experiences. We undertook fourteen group discussions, involving 56 children (aged 4-10), across seven primary schools in England. The discussions focused on two related areas: 'belonging' and 'being similar and being different', and how these might matter to the children's learning. Four key themes emerged: (i) feeling comfortable and being safe; (ii) learning as the main activity; (ii) being friends and getting on together; (iii) sharing behaviours and values. We discuss the relationship between these themes and how they can be used by teachers who seek to be more inclusive. We consider the value of listening carefully to children, not only for research purposes, but also as integral to the development of children's sense belonginess in their classroom communities.

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Missing out? Challenges to hearing the views of all children on the barriers and supports to learning

Cited by 3 publications

References 19 publications

Understanding the views of children with profound and multiple learning difficulties for person‐centred planning

Understanding the views of children with profound and multiple learning difficulties for person‐centred planning

Methodological Issues in Collecting Children's View Part 2: Using Nominal Group Technique to Explore Children's Views of the Difficulties Encountered in School

Developing inclusive classroom communities: what matters to children?

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