Teaching staff's perspectives on student engagement in an inclusive classroom during primary school years

Abstract

This study sought to examine the teaching staff’s perspectives on student engagement and the factors influencing student engagement in an inclusive classroom during primary school years. Data were drawn from interviews with 6 teaching staff who had experience teaching students with special educational needs in mainstream primary schools. Firstly, our findings revealed that student engagement in an inclusive classroom during primary school years is characterised by students’ behaviour in the classroom namely students’ participation, students’ understanding and students' body language. Secondly, our findings revealed that student engagement is influenced by five key factors - activities, teachers, students, peers and physical environment. Given a greater understanding of student engagement, teaching staff can be better equipped to engage a classroom with diverse learners and promote inclusion.

This study sought to examine the teaching staff’s perspectives on student engagement and the factors influencing student engagement in an inclusive classroom during primary school years. Data were drawn from interviews with 6 teaching staff who had experience teaching students with special educational needs in mainstream primary schools. Firstly, our findings revealed that student engagement in an inclusive classroom during primary school years is characterised by students’ behaviour in the classroom namely students’ participation, students’ understanding and students' body language. Secondly, our findings revealed that student engagement is influenced by five key factors - activities, teachers, students, peers and physical environment. Given a greater understanding of student engagement, teaching staff can be better equipped to engage a classroom with diverse learners and promote inclusion. Keywords: Student Engagement, Primary School, Singapore, Teaching Staff, Special Educational Needs