Abstract:
As more schools invest in Flexible Learning Environments (FLEs) there is an expectation that teachers will use more student-centered, inclusive approaches. As noted by Jones and Le Fevre (2021) and Page and Davis (2016), to work in FLEs, teachers need to examine their roles and the ways that students work.
The disruption of traditional roles and professional certainty provides an opportunity for teachers to reflect on their beliefs, pedagogies and classroom interactions. Exploring how FLEs support students on the autism spectrum, this research employed a qualitative approach where guided tours and interviews were conducted with 5 primary teachers working in flexible environments in Queensland schools. Gibsons’s (1979) affordance theory and Sen’s (1985) capability framework informed the analysis of teachers’ perceptions and actioning of affordances to promote inclusive practices within these spaces.
The teacher reflections indicated that there were positive changes in teacher and student connections stemming from increased student choice and use of flexible pedagogies. Additionally, collaborative professional relationships in these spaces provided alternative ways of engaging with behaviours and learning opportunities for students on the spectrum. However, teachers acknowledged that when different views on flexibility are enacted within a shared space, this may impact collegial relationships and result in unclear expectations for these students. Notably, all teachers agreed that beyond assuming teacher capability in utilising the flexible design and new pedagogies in these environments, initial and ongoing professional development is required.
For FLEs to succeed as places of inclusion, it is essential to create a shared understanding of their potential, and imperative to recognise the central role of the teachers in achieving this. Their commitment to connecting with students, a willingness to embrace experimentation and transform through reflective practice should be encouraged and strengthened with appropriate professional learning opportunities.
Gibson, J. J. (1979). The Ecological Approach to Visual Perception. Houghton, Mifflin and Company.
Jones, T. K. & Le Fevre, D.M. (2021). Increasing teacher engagement in Innovative Learning Environments: Understanding the effects of perceptions of risk. In W. Imms & T. Kvan (Eds.), Teacher Transition into Innovative Learning Environments: a global perspective (pp. 73-83). Springer Nature.
Page, A. & Davis, A. (2016). The alignment of innovative learning environments and inclusive education: How effective is the new learning environment in meeting the needs of special education learners? New Zealand Journal of Teachers’ Work, 13(2), 81-98.
Sen, A. (1985). Well-being, agency and freedom: The Dewey lectures 1984. The Journal of Philosophy, 82(4), 169–221.
The disruption of traditional roles and professional certainty provides an opportunity for teachers to reflect on their beliefs, pedagogies and classroom interactions. Exploring how FLEs support students on the autism spectrum, this research employed a qualitative approach where guided tours and interviews were conducted with 5 primary teachers working in flexible environments in Queensland schools. Gibsons’s (1979) affordance theory and Sen’s (1985) capability framework informed the analysis of teachers’ perceptions and actioning of affordances to promote inclusive practices within these spaces.
The teacher reflections indicated that there were positive changes in teacher and student connections stemming from increased student choice and use of flexible pedagogies. Additionally, collaborative professional relationships in these spaces provided alternative ways of engaging with behaviours and learning opportunities for students on the spectrum. However, teachers acknowledged that when different views on flexibility are enacted within a shared space, this may impact collegial relationships and result in unclear expectations for these students. Notably, all teachers agreed that beyond assuming teacher capability in utilising the flexible design and new pedagogies in these environments, initial and ongoing professional development is required.
For FLEs to succeed as places of inclusion, it is essential to create a shared understanding of their potential, and imperative to recognise the central role of the teachers in achieving this. Their commitment to connecting with students, a willingness to embrace experimentation and transform through reflective practice should be encouraged and strengthened with appropriate professional learning opportunities.
Gibson, J. J. (1979). The Ecological Approach to Visual Perception. Houghton, Mifflin and Company.
Jones, T. K. & Le Fevre, D.M. (2021). Increasing teacher engagement in Innovative Learning Environments: Understanding the effects of perceptions of risk. In W. Imms & T. Kvan (Eds.), Teacher Transition into Innovative Learning Environments: a global perspective (pp. 73-83). Springer Nature.
Page, A. & Davis, A. (2016). The alignment of innovative learning environments and inclusive education: How effective is the new learning environment in meeting the needs of special education learners? New Zealand Journal of Teachers’ Work, 13(2), 81-98.
Sen, A. (1985). Well-being, agency and freedom: The Dewey lectures 1984. The Journal of Philosophy, 82(4), 169–221.