Old Ideas, New Withdrawal Rooms: A Spatial Study of a Co-Located South Australian Special School

Peter Walker

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Chapter 9 Old Ideas, New Withdrawal Rooms

A Spatial Study of a Co-Located South Australian Special School

In: Inclusive Education Is a Right, Right?

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Peter Walker

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Type:: Chapter

Pages:: 106–118

DOI:: https://doi.org/10.1163/9789004434783_009

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Abstract

This chapter focuses on ‘Cook Centre’ (pseudonym), one of four case studies special schools within a broader doctoral thesis. The thesis aimed to explore whether the co-location of special schools with mainstream schools, instigated by recent reforms in South Australia, would likely lead to more inclusive schooling. Soja’s Thirdspace is used as a conceptual framework within this spatial research. Member checking of major themes occurred post-analysis, during an interview with a school leader, increasing the credibility of the final analysis. Findings showed a desire to reproduce some spaces to maintain previous teaching practices. The number of withdrawal spaces was increased throughout the school. Member checking supporting the intention of these spaces being used for behavioral management purposes. A large central corridor was a starkly new feature, enabling school leaders to quickly ascertain what is occurring within classrooms and to view without being viewed. This chapter contributes to a developing research area, looking at how spatial decisions of policymakers and educators can impact inclusive education.

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Inclusive Education Is a Right, Right?

Series: Studies in Inclusive Education, Volume: 47

E-Book ISBN:: 9789004434783

Publisher:: Brill

Print Publication Date:: 20 Oct 2020

Subjects
- Education

Front Matter

Figures and Tables

Notes on Contributors

Chapter 1 More Than Human Rights

Chapter 2 A Posthumanist Critique of Human Rights

Chapter 3 Online Open Education and Social Justice

Chapter 4 Risks in Time

Chapter 5 Youth Justice, Educational Exclusion and Moral Panic

Chapter 6 Herding Cats

Chapter 7 An Exploration of One Initial Teacher Education (ITE) Program’s Attempt to Transform How Inclusion Is Understood and Practiced

Chapter 8 Phenomenological Learning in the Northern Territory

Chapter 9 Old Ideas, New Withdrawal Rooms

Chapter 10 Encountering Diversity

Chapter 11 Opportunities for Inclusive Practice

Chapter 12 “We Appreciate the Efforts, But Is This Enough?”

Chapter 13 Reading Rights

Chapter 14 Relational Power and Communication

Chapter 15 Artificial Intelligence, Neoliberalism and Human Rights

Chapter 16 After Words?

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Chapter 9 Old Ideas, New Withdrawal Rooms

A Spatial Study of a Co-Located South Australian Special School

Abstract

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Inclusive Education Is a Right, Right?

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