Perspectives on Reconceptualizing and Recontextualizing Schools’ Inclusive Culture for Students with Disabilities During the COVID-19 Pandemic

Efthymiou, Efthymia

doi:10.1007/978-3-031-10642-2_9

Cited by 1 publication

(1 citation statement)

References 31 publications

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“…Optimism prevails amidst complexity, urging institutional transformation and introspection into classroom interactions' impact (Hansen et al, 2020;LoC ¸pez-ZeroC ņ et al, 2021;Sanger, 2020;Twiner et al, 2021;Yu & Smith, 2021;Efthymiou 2023). Educators, researchers, and policymakers must nurture environments where empathy and collaboration transcend labels, dismantling hierarchies and weaving diversity into learning.…”

Section: Discussionmentioning

confidence: 99%

Regulating Discourse: How Children With and Without SEND Internalize the Evaluative Framework of Adults

Efthymiou

2023

Sage Open

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This study presents a Bakhtinian analysis of discourse among children with Special Educational Needs and Disorders (SEND) in two elementary classrooms, delving into the complicated interaction of voices and perspectives within their communication. The research investigates how the evaluation of peers provides a contextual backdrop for the voices of children with SEND. Conducted as a longitudinal investigation in an English primary school, data were collected over a three-month period to disclose communication dynamics. Notably, the discourse analysis reveals the use of “hybrid constructions” by students, wherein they skillfully blend adult values with their own viewpoints when discussing peers, thus navigating their positioning vis-à-vis institutional norms and their peers. The central question, “Who is taking the lead in the conversation?” undrapes a rich interchange of voices within each dialog excerpt. This interaction encompasses the speaker’s own voice and resonates with reflections of institutional discourse. Importantly, the analysis elucidates how diverse pedagogic discourses contribute to shaping social relationships between teachers and students, as well as amongst the students themselves. By capturing these multifaceted interactions, this study reveals a paramount conduit through which institutional values are communicated and internalized within the discourse of children with SEND. This focused exploration contributes to a nuanced understanding of how children assimilate external voices while communicating and how they forge connections with peers facing unique learning challenges.

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