Innovative learning environments and spaces of belonging for special education teachers

ABSTRACT

According to the OECD definition of innovative learning environments (ILEs), inclusion is considered a pillar of its design. The depiction of an inclusive ILE from the OECD outlines the importance of including students in ILEs. We wish to argue, however, that the successful implementation of inclusion also needs to address the location of special education teachers within these spaces. Our research provides a ‘spaces of belonging’ framework that offers support for the successful inclusion of special education teachers within an ILE. Results from our ILE project and interviews with special education teachers in Australia and New Zealand will illustrate the three concepts of ‘spaces of belonging’, using studies from a range of schools. We hope that the findings will inform future planning and design processes that will promote effective inclusive teaching practices in Australia and New Zealand.

KEYWORDS:

• Innovative learning environment
• spaces of belonging
• disability
• inclusion

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Angela Page

Dr Angela Page is an educational psychologist who has worked for over 25 years in the field and has a number of publications in the area of the intersection between Innovative Learning Environments and Inclusive Education. Previously, Angela has worked as a secondary school teacher, and special education teacher in New Zealand and the Pacific region. She is currently employed at the University of Newcastle as a Senior Lecturer in teaching in the areas of classroom behaviour management and inclusive and special education.

Joanna Anderson

Dr Joanna Anderson has worked in the area of inclusive and special education across schools in New South Wales, Victoria and Queensland, with the last eight years in leadership positions since 1997. In 2019 she accepted a position as a lecturer in special and inclusive education at the University of New England. Jo has a strong belief in the need for the education sector to better support students with disability, and considers the new era of ILEs as an opportune time to once again place the needs of students with disabilities at the forefront of policy and practices.

Jennifer Charteris

Dr Jennifer Charteris's research since the award of her doctorate has explored the affordances of these redesigned and purpose-built spaces – and the shifts in practices that are needed for teachers to work effectively in flexible spaces. Jennifer has consulted on school design and developed international collaborations with researchers around pedagogy in flexible learning spaces in the UK, Italy and New Zealand. She currently works at the University of New England.