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|Title:||Psychological safety in innovative learning environments: planning for inclusive spaces||Contributor(s):||Charteris, Jennifer (author) ; Anderson, Joanna (author) ; Page, Angela (author)||Early Online Version:||2021-09-02||DOI:||10.1080/13603116.2021.1974108||Handle Link:||https://hdl.handle.net/1959.11/31533||Abstract:||Innovative Learning Environments (ILEs) are characterised by features that can create hypervisibility, and hyperstimulation, that raise psychological safety issues. However, there is a lack of research in the field of ILEs that addresses these complexities especially for students with additional learning needs. This case study draws on interview data with staff and students in a special education setting within an Australian ILE. Results map three aspects of design that have implications for the psychological safety. Findings are presented as a set of indicators that educators and designers can use to assist in their planning for inclusive spaces in ILE.||Publication Type:||Journal Article||Source of Publication:||International Journal of Inclusive Education, p. 1-17||Publisher:||Routledge||Place of Publication:||United Kingdom||ISSN:||1464-5173
|Field of Research (FoR) 2008:||130312 Special Education and Disability||Field of Research (FoR) 2020:||390407 Inclusive education||Socio-Economic Objective (SEO) 2008:||930101 Learner and Learning Achievement||Socio-Economic Objective (SEO) 2020:||160303 Teacher and instructor development||Peer Reviewed:||Yes||HERDC Category Description:||C1 Refereed Article in a Scholarly Journal|
|Appears in Collections:||Journal Article|
School of Education
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