Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/31533
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dc.contributor.authorCharteris, Jenniferen
dc.contributor.authorAnderson, Joannaen
dc.contributor.authorPage, Angelaen
dc.date.accessioned2021-09-15T06:25:23Z-
dc.date.available2021-09-15T06:25:23Z-
dc.identifier.citationInternational Journal of Inclusive Education, p. 1-17en
dc.identifier.issn1464-5173en
dc.identifier.issn1360-3116en
dc.identifier.urihttps://hdl.handle.net/1959.11/31533-
dc.description.abstractInnovative 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.en
dc.languageenen
dc.publisherRoutledgeen
dc.relation.ispartofInternational Journal of Inclusive Educationen
dc.titlePsychological safety in innovative learning environments: planning for inclusive spacesen
dc.typeJournal Articleen
dc.identifier.doi10.1080/13603116.2021.1974108en
local.contributor.firstnameJenniferen
local.contributor.firstnameJoannaen
local.contributor.firstnameAngelaen
local.subject.for2008130312 Special Education and Disabilityen
local.subject.seo2008930101 Learner and Learning Achievementen
local.profile.schoolSchool of Educationen
local.profile.schoolSchool of Educationen
local.profile.schoolSchool of Educationen
local.profile.emailjcharte5@une.edu.auen
local.profile.emailjander62@une.edu.auen
local.profile.emailapage31@une.edu.auen
local.output.categoryC1en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.publisher.placeUnited Kingdomen
local.format.startpage1en
local.format.endpage17en
local.peerreviewedYesen
local.title.subtitleplanning for inclusive spacesen
local.contributor.lastnameCharterisen
local.contributor.lastnameAndersonen
local.contributor.lastnamePageen
dc.identifier.staffune-id:jcharte5en
dc.identifier.staffune-id:jander62en
dc.identifier.staffune-id:apage31en
local.profile.orcid0000-0002-1554-6730en
local.profile.orcid0000-0002-6171-0909en
local.profile.orcid0000-0001-9857-9054en
local.profile.roleauthoren
local.profile.roleauthoren
local.profile.roleauthoren
local.identifier.unepublicationidune:1959.11/31533en
local.date.onlineversion2021-09-02-
dc.identifier.academiclevelAcademicen
dc.identifier.academiclevelAcademicen
dc.identifier.academiclevelAcademicen
local.title.maintitlePsychological safety in innovative learning environmentsen
local.output.categorydescriptionC1 Refereed Article in a Scholarly Journalen
local.search.authorCharteris, Jenniferen
local.search.authorAnderson, Joannaen
local.search.authorPage, Angelaen
local.identifier.erajournal20686en
local.uneassociationYesen
local.atsiresearchNoen
local.sensitive.culturalNoen
local.year.available2021en
local.year.published2021en
local.subject.for2020390407 Inclusive educationen
local.subject.seo2020160303 Teacher and instructor developmenten
Appears in Collections:Journal Article
School of Education
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