Eclectic Classroom Practice and Well-Being: A Model of Mindful Blending

Background The need for eclectic educational practice is widely documented, given the wide range of individual needs and strengths of learners with autism. This research explored teachers’ decisions when selecting and... [ view full abstract ]

Background
The need for eclectic educational practice is widely documented, given the wide range of individual needs and strengths of learners with autism. This research explored teachers’ decisions when selecting and combining strategies for individual children with autism and severe learning difficulties.

Methodology
An interpretive, multi-case study approach was designed to gather insights into teachers’ decisions when selecting eclectic classroom practices for children with autism. Multiple classroom observations were conducted in four special school classrooms throughout four school terms, concurrently with conducting semi-structured interviews with teachers and teaching assistants.

Results
Results indicate that teachers select and implement strategies with the primary purpose of promoting children’s well-being, which in turn promotes their learning. The results led to the development of a new ‘model of mindful blending’ which places individual wellbeing at the centre of eclectic classroom practice. This model represents a flexible and dynamic structured framework, within which teachers blend approaches according to communication, interaction and emotional needs. By focusing upon individual wellbeing, eclectic strategies are implemented to promote autonomy and self-esteem which in turn promote positive behaviours and prepare children to be ready to learn.

Conclusions
This study demonstrates that the ‘mindful blending’ of approaches is achieved by teachers’ high levels of reflexive skills which inform decisions based upon the wellbeing needs of individual children. This model represents a new concept which may be helpful to support decision-making when implementing eclectic classroom practice.

Ethics and permissions The research was approved and overseen by the University of Northampton’s ethics committee. The researcher engaged with supervisory support from the University to ensure quality and integrity. Head... [ view full abstract ]

Ethics and permissions
The research was approved and overseen by the University of Northampton’s ethics committee. The researcher engaged with supervisory support from the University to ensure quality and integrity. Head teachers and all participants were informed of the purpose of the research and of their rights as participants. Participants were provided with an information leaflet about the research and an ethical statement, together with the opportunity to ask questions during an informal discussion about the research, before asking for informed consent documented in a permissions letter. Confidentiality and anonymity were assured and pseudonyms used when reporting the research. Whilst the focus of the research was upon the teachers and teaching assistants, due consideration was given to the potential vulnerability of the children when observing classroom practice; an observation protocol was agreed with the teachers which included steps to be taken to ensure the wellbeing of the children, for example I would leave the classroom whenever asked to do so.