EVALUATING LEARNING ENVIRONMENTS FOR THE INCLUSION OF STUDENTS WITH HEARING DIFFICULTIES
Source TitleAdvances in Learning Environments Research
AffiliationArchitecture, Building and Planning
Melbourne Graduate School of Education
CitationsRose-Munro, L, EVALUATING LEARNING ENVIRONMENTS FOR THE INCLUSION OF STUDENTS WITH HEARING DIFFICULTIES, 2016, 8 pp. 131 - 143
Access StatusOpen Access
ARC Grant codeARC/DP150104163
This chapter outlines an interdisciplinary approach to research and evaluation that accounts for technological innovations, pedagogical shifts and new legislative requirements for inclusion. Utilizing a mixed method multiple case study involving three students with hearing difficulties in one New Generation Learning Environment, the research described in this chapter explores issues surrounding the inclusion of students with hearing difficulties in new generation learning environments. At the time of writing, the study was in the final stages of data collection. This research explores the students’ perceptions of inclusion, aiming to uncover instances of opportunity for equitable participation in speaking, listening and learning situations. Underpinning this research is Brinkerhoff’s Success Case Methodology, and Radcliffe’s Pedagogy / Space / Technology Learning Environment Evaluation Framework. Whilst data collection methods privilege student voice, other corroborating evidence such as quantitative acoustic measures to determine the buildings capacity to control noise was collected. Photographs for the purpose of photo elicitation were gathered in an effort to enhance validity and support a multi-lens approach to understanding the setting. Interviews with school principals, teachers and students, with follow-up focus group discussions, broadened insights into the daily occurrences in the space. The study contributes to the development of universally inclusive learning environments by providing new approaches to evaluating learning environments for the inclusion of students with hearing difficulties.
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