Learning environments and inclusive education

The overarching aim of the project is to explore the relationship between teachers' attitudes towards inclusive education and physical learning spaces. Specifically, the study will investigate teachers' affective, cognitive and behavioural aspects of attitudes within the realm of inclusive education that includes physical, social and curricular inclusion, and examine the relationship of these attitudes with the physical learning environments teachers work in.

Objectives

• To investigate the relationship between teachers' attitudes towards inclusive education and physical learning spaces.

• To use evidence from the study to make continual improvements to teacher professional development and the design of school learning environments.

Outcomes

Australian education system has adopted an inclusive education philosophy for the education of students with special needs. Inclusive education is defined as “the education of all students in age appropriate regular classrooms, regardless of the degree or severity of a disability. It involves students accessing the regular curriculum; with the necessary support; and within a welcoming social atmosphere” (Mahat, 2018, p. 84). However, the complex nature of inclusive education, together with the re-emerging trend of learning space transformation, have posed multiple challenges for both educators and policy-makers to ensure the successfully delivery of effective education for all students regardless of ability.

Existing studies have shown that teachers' attitudes are vital to the success of inclusive education. While many scholars draw attention to the teachers' attitudes within the realm of inclusive education, little research has been done to explore whether the attitudes teachers hold are correlated to the physical learning spaces they work in. The project aims to address this gap. This study will provide evidence of the correlation between physical learning spaces and attitudes towards inclusive education, contributing to a greater understanding of the role physical learning spaces play in inclusive education.

Impact

The outcomes of this study will provide insights into the design practices of inclusive learning environments and the development of an integrated professional learning program on inclusive education for teachers. The project meets educational reform priorities of the Alice Springs Education Declaration by promoting “a culture of excellence in all learning environments by providing varied challenging and stimulating learning experiences and opportunities that enable all learners to explore and build on the individual abilities, interests and experiences” (Education Council, 2019, p. 5).

When disseminated more widely, the outcomes of the study are not only relevant to educators and school leaders but also to policy-makers, to support the learning and outcomes of all our students.

People

Dr Marian Mahat, Senior Research Fellow, The University of Melbourne

Marian Mahat is a Senior Research Fellow at the University of Melbourne. She has more than twenty years of professional and academic experience, spanning several universities, the Australian Federal and local governments, as well as the private and school sectors. Her research focuses on learning environments, with an emphasis on co-designing curriculum and pedagogy, teacher-led inquiry, and professional development of teachers across different educational contexts. Drawing on innovative quantitative and qualitative methodologies and interdisciplinary collaboration, she has authored over 50 peer-reviewed journal articles, book chapters, and reports, and secured over $AUD1.5M in external research funding. She was the lead Research Fellow and Research Manager of the AUD$2M Innovative Learning Environments and Teacher Change project. She also leads a series of micro-credentials on Leading Change in Learning Environments. Marian is highly passionate about building capacity and capability of academic staff at universities. In addition to her research leadership on learning environments, she is series editor of the Surviving and Thriving in Academia and book editor of Achieving Academic Promotion and Women Thriving in Academia published by Emerald. is a Senior Research Fellow at the University of Melbourne. She has more than twenty years of professional and academic experience, spanning several universities, the Australian Federal and local governments, as well as the private and school sectors. Her research focuses on learning environments, with an emphasis on co-designing curriculum and pedagogy, teacher-led inquiry, and professional development of teachers across different educational contexts. Drawing on innovative quantitative and qualitative methodologies and interdisciplinary collaboration, she has authored over 50 peer-reviewed journal articles, book chapters, and reports, and secured over $AUD1.5M in external research funding. She was the lead Research Fellow and Research Manager of the AUD$2M Innovative Learning Environments and Teacher Change project. She also leads a series of micro-credentials on Leading Change in Learning Environments. Marian is highly passionate about building capacity and capability of academic staff at universities. In addition to her research leadership on learning environments, she is series editor of the Surviving and Thriving in Academia and book editor of Achieving Academic Promotion and Women Thriving in Academia published by Emerald.

Ben Sacco, National Program Director - ReLATE, The MacKillop Institute

Ben Sacco is a strategic thinker with 15+ years in Education and Business Management. He has been a teacher, Assistant Principal, Senior Officer (Department of Education) and General Manager, working across staff and student wellbeing, curriculum design, policy development and implementation. His leadership experience spans government, corporate and not-for-profit sector organisations. Ben has a proven track record of building longitudinal national and international partnerships and is known for building trusted relationships and partnering for meaningful impact. Currently, Ben oversees the ReLATE model for MacKillop Family Services and The MacKillop Institute, which is a whole school and system approach to improving teaching, learning and wellbeing through understanding adverse childhood experiences.