Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.756054
Title: Curricula issues for Key Stage 2 pupils with specific learning difficulties in literacy in the setting of mainstream education in England
Author: Moutra, Anna
ISNI:       0000 0004 7429 0100
Awarding Body: UCL (University College London)
Current Institution: University College London (University of London)
Date of Award: 2016
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Abstract:
This thesis on curriculum development within inclusive learning environments for pupils identified with specific learning difficulties details the development of the concept of inclusion worldwide and its implementation in England. The research study documents inclusive and pedagogical practices within mainstream education, involving the relevant theories that underpin them, which influence considerably the learning processes of pupils who have been diagnosed either officially or by their teachers with specific learning difficulties, and especially with dyslexia at Key Stage 2 for literacy and reading. The principal focus of this study is the above pupils’ learning experiences as they were shaped by their school curricula, inclusive measures and learning arrangements. This study is further informed by moderate social constructivism and it incorporates grounded theory within three case studies. Ten pupils aged 9-10 identified with specific learning difficulties, and especially with dyslexia, their parents and staff members from three mainstream primary schools in London participated in the research. Data were collected through semi-structured interviews, naturalistic classroom observations and document analysis and they were thematically analysed. A number of the schools’ learning and inclusive practices, namely seating arrangements and special provision, was found to influence significantly the learning processes of the children who participated in the research and eventually their self-image as learners. Individual teacher perspectives and practices tended to be in tension with the above pupils’ learning needs having crucial effects on their self-awareness, motivation, self-confidence and learning progress. The thesis recommends reconsideration of inclusive approaches, comprising pupils’ labelling, diagnostic assessment, pedagogical and assessment methods applied within literacy and reading classrooms. It also supports the acknowledgement of learners’ individuality in learning process through the reconstruction of learning environments. An alternative curriculum based on learning and curriculum theories as well as on those respondents’ perspectives and experiences is suggested focusing on their equality in learning opportunities and on their well-being.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.756054  DOI: Not available
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