Bozic, N. orcid.org/0000-0003-3210-6478, Lawthom, R. orcid.org/0000-0003-2625-3463, Murray, J. et al. (1 more author) (2021) Using a situative perspective to gain a deeper understanding of how children’s strengths are related to social context. Journal of Research in Special Educational Needs, 21 (3). pp. 280-289. ISSN 1471-3802
Abstract
Over the last twenty-five years, there has been an increase in the availability of published checklists and schedules which allow practitioners to identify the strengths of children and young people, including those with special educational needs. While helpful, these assessments are unable to tell us about the nature of contextual factors which support the expression of particular strengths. In this study, we took a situative perspective to explore how specific classroom practices facilitated strengths. A multiple case study design was used to analyse practices nominated by three children/young people with special educational needs. Qualitative analysis revealed how aspects of practice afforded the opportunity for each child to participate in ways which they equated with their strengths. This style of strength-based assessment led to a more sustained examination of supportive practice features than would have been achieved through interview alone.
Metadata
Item Type: | Article |
---|---|
Authors/Creators: |
|
Copyright, Publisher and Additional Information: | © 2021 The Authors. Journal of Research in Special Educational Needs published by John Wiley & Sons Ltd on behalf of National Association for Special Educational Needs. This is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made. (https://creativecommons.org/licenses/by-nc-nd/4.0/) |
Keywords: | activity system; affordance; critical realism; situative perspective; strength-based assessment |
Dates: |
|
Institution: | The University of Sheffield |
Academic Units: | The University of Sheffield > Faculty of Social Sciences (Sheffield) > School of Education (Sheffield) |
Depositing User: | Symplectic Sheffield |
Date Deposited: | 14 Mar 2024 11:44 |
Last Modified: | 14 Mar 2024 11:44 |
Status: | Published |
Publisher: | Wiley |
Refereed: | Yes |
Identification Number: | 10.1111/1471-3802.12520 |
Related URLs: | |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:210016 |