A revealing ethnographic study has exposed a troubling classroom crisis, demonstrating how students with special educational needs (SEN) are frequently subjected to non-inclusive teaching practices that hinder their academic and social development.
The primary data, gathered through direct observations of classroom interactions and interviews within a socioeconomically disadvantaged primary school, reveals that these vulnerable students are routinely isolated from standard learning activities. The study documented specific patterns of exclusion, including inappropriate physical seating arrangements, drastically reduced teacher-student engagement, and an environment of low academic expectations.
Alarmingly, educators often justified these isolating practices as misguided attempts to accommodate the students’ specific needs, unintentionally worsening their struggles.
The student body’s experience highlights a critical breakdown in inclusive education policies. The findings indicate that operating within a socioeconomically disadvantaged neighborhood places extreme demands on school resources, directly impacting student equity. Experts stress that without immediate structural support for high-need schools and targeted inclusive training for teachers, students with SEN will continue to face systematic barriers to learning alongside their peers.
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