Teacher strategies for promoting acceptance and belonging in the classroom: a New Zealand study

ABSTRACT

Acceptance and belonging are essential to human growth and development. Currently, there is limited literature regarding acceptance and belonging in the field of special education and what facilitates this experience within the classroom. This research study asks: ‘How do New Zealand school settings help or hinder a sense of acceptance and belonging in children identified as having special education needs?’ Six case studies representing a typical sample of students within New Zealand schools and classrooms were recruited. Interviews were organised with the child, parent/guardian, teacher, teacher aide and other professionals. A thematic analysis identified seven themes, of which the role of the teacher in facilitating acceptance and belonging emerged. The teacher’s ability to monitor and provide feedback to the child in the classroom, action targeted teaching skills such as scaffolding and repetition, and fostering inclusion through enabling fun activities, group work and incentives emerged as key strategies. In addition, being able to manage the environment with respect to seating arrangements and integrating the child into classroom activities were important. Ultimately, any teacher strategies must be child centred to ensure optimal inclusion through acceptance and belonging.

KEYWORDS:

• Acceptance
• belonging
• case study
• teaching strategies

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Julie Alesech

Julie Alesech has been involved in the special education sector in New Zealand for over 20 years as both a practitioner and researcher. She is passionate about delivering specialised education and community support/advocacy services to children, adolescents, parents and individuals who would like a person-centred approach. Professionally, Julie specialises in psychology and education, mainstream and disability, with a focus on learning and behaviour; personally, she is a parent of an adult son with disabilities. Combining her personal and professional knowledge, Julie’s work is centred on bringing about change in mainstream education settings to ensure that children and young adults with special learning needs are identified and effectively catered for.

Shoba Nayar

Shoba Nayar has worked in the university and academic environments as researcher and lecturer since 2003 (in New Zealand, the UK and India). She has supervised postgraduate students and examined postgraduate theses across a diverse range of topics. As a qualitative researcher, Shoba has published, as sole- and co-author, in international journals and written chapters for textbooks (50+ publications). She has also co-edited two books, including Qualitative Research Methodologies for Occupational Therapy and Occupational Science.