Social Contexts, Cultures and Environments

Learoyd-Smith, Susannah; Daniels, Harry

doi:10.4135/9781446247525.n11

Cited by 1 publication

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“…Schein (1992) outlines several layers of organisational culture in terms of values, expected norms of behaviours and so on which can influence the actions and patterns of behaviour of those in the organisation. In a school, this might refer to the culture of the classroom, the level and quality of collaborative practices among teaching staff, listening to the voice of students and so on, and this also has a basis in the literature (Bragg & Manchester, 2017; Davies & Ryan, 2014; Learoyd-Smith, & Daniels, 2014; Mowat, 2009; Prunty et al, 2012; Solvason, 2005). Furner and Mc Culla (2018) refer to school culture as relating to a more informal social dimension, which exists in the context of the school’s values and beliefs.…”

Section: Literature Reviewmentioning

confidence: 99%

‘Soft barriers’ – The impact of school ethos and culture on the inclusion of students with special educational needs in mainstream schools in Ireland

Keon

2020

Improving Schools

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The use of ‘soft barriers’ to deter students with special educational needs (SEN) from accessing some schools has been reported in the Irish media. This article investigates the influence of ethos and culture on access to and inclusive practice in mainstream schools in Ireland. Ethos and culture are nebulous concepts yet are integral to how schools operate, how they present themselves and how they are perceived by the public. Findings from a small-scale, qualitative research study are used to illustrate this. In the study, the understandings and attitudes of principals, special education teachers and guidance counsellors in mainstream schools in relation to students with Social, Emotional and Behavioural Difficulties (SEBD) are investigated through the use of questionnaires and semi-structured interviews. In line with international experiences, an argument is presented suggesting that many sections of the education system in Ireland, while seemingly having been irrevocably transformed in response to national policy on inclusion, preserve very traditional structures, organisation and attitudes due to issues of ethos and culture remaining largely unchallenged in the inclusion debate. This phenomenon appears to have greater impact at post-primary level. Cosmetic, surface-level changes impede meaningful, systemic change in terms of access and inclusive practice.

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Section: Literature Reviewmentioning

confidence: 99%

‘Soft barriers’ – The impact of school ethos and culture on the inclusion of students with special educational needs in mainstream schools in Ireland

Keon

2020

Improving Schools

View full text Add to dashboard Cite

show abstract

Social Contexts, Cultures and Environments

Cited by 1 publication

References 0 publications

‘Soft barriers’ – The impact of school ethos and culture on the inclusion of students with special educational needs in mainstream schools in Ireland

‘Soft barriers’ – The impact of school ethos and culture on the inclusion of students with special educational needs in mainstream schools in Ireland

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