The research population comprised 11 original participants who attended the ‘Lovecircles’ professional development programme during 2001-2008. This subsequently narrowed to an in-depth focus on the 5 participants who completed all stages of the course.
The participants covered a broad spectrum of characteristics: an age range of between 25 and 56 and from both genders—nine females and two males. The 'Lovecircles'
Education Programme consisted of 28 weekly sessions, each session lasting four 45- minute units and it was self-funded by participants. The programme consisted of two personal and professional development stages with an option to add a third stage of practicum. Five of the participants completed the third stage (practicum) and subsequently worked as group instructors at the 'Lovecircles' centre. Nine of them had prior qualifications in alternative experiential areas, such as group tutoring, alternative medicine and art-integrated tutoring and teaching – for example, drama, plastic art and movement. All the participants, with the exception of two, had personal and professional experience in the field of special educational needs. Two were themselves learning-disabled. Table 4.1 illustrates the research sample using assumed names to ensure anonymity and preserve the privacy of the participants.
Table 4.1: Participants' personal details by pseudonym
Name Gender Age Education Seniority
(years)
Experience in the field of special needs
Yafa F 30 B.A. in Behavioural Sciences and drama-therapy
- -
Shanny F 40 B.A. in science teaching B.A. in special education Animal-assisted therapy
11 6 years teaching sciences in small classes and home -class educator of 39 children with special needs
Eve F 48 B.A. in education, counselling and learning disabilities therapy
2 -
Taya F 40 B.Ed. in special education Shiazo and massage Group tutoring
16 7 years as inclusion educator with learning- disabled children Meron F 35 Certificate studies in education and
therapy
- -
Dor M 30 Certificate studies of assistance to children with special needs
- 3
Mor F 30 B.A. in communal theatre, philosophy, biology and Arabic
5 -
Miri F 56 Academic studies within the framework of psychology studies and early childhood. Heike" – teaching dyslexic children to read
13 13 Teaching pupils with special needs who are included in mainstream classes
Or F 43 B.A. in teaching biology and chemistry. 1 year of M.A. studies at the School of Medicine in the department of human
microbiology group tutoring – Chirology
17 3 years of teaching sciences in small classes; 1 year of teaching information studies in 2 small classes; 4 years of teaching sciences in a gifted pupils' class Koren M 25 B.A. in creative education 1 9 years in informal
education framework
Tamar a
F 45 Certificate studies in alternative field, Alexander method, Reiki, guided imagery; Group tutoring
4 4 years counselling in "Beyachad" non-profit association (children with special needs)
Initially, I approached all the trainees at the 'Lovecircles' centre, asking them if they would be willing to participate in the evaluation study. This was meant to avoid any sense of bias or discrimination between them. Because I was the initiator and the professional group tutor of the education programme, all 11 participants were those who gave their explicit, informed consent to participate.
Once they were accepted to the programme, a lecture was given to present the steps in the development of the programme and the reason for conducting the research and its contribution to education. Programme participants were asked who was willing to take part in the research to avoid possible coercion. Participants expressed their consent by signing an informed consent form.
The decision to participate in the research was entirely up to them and came from a desire to convey my trust in them as a researcher. The participants had different life experiences; some were familiar with populations with special educational needs as a parent or themselves and others as professionals. They had also studied in various pathways at different institutions, majoring in varied fields. Their approach to participation in this study unanimously showed no sign of hesitation or dilemma, or a sense of being felt coerced.
The participants were aware that the programme does not offer an academic qualification, but rather a certificate of a 'Lovecircles' mentor, a fact that is recognized and publicized in the professional magazines. It has been undertaken by senior professionals such as inspectors and directors of treatment centres, who have recommended it and remunerated participants.
Therefore, in this study the population is purposive, as Stake (2000) stipulates that a case study "draws a purposive sample, building in variety and acknowledging opportunities for intensive study" (p. 446).
A purposive sample is a non-representative subset of some larger population and is constructed to serve a very specific need or purpose. A researcher may have a specific group in mind, and it may not be possible to specify the population—they would not all be known and access may be difficult. The researcher attempts to target a group, interviewing whoever is available (Weisner et al., 2001).
The study had two stages: the number of participants chosen was 11 at the start (A), but later I decided to focus on a self-selecting group of five participants (B), including only those who opted to undertake the practicum stage, as this would allow an in-depth data analysis of those undertaking the entire 'Lovecircles' education programme. The inclusion/exclusion criteria were an educational academic background and practice within SEN.
The research sample of 11 original participants contributed to the understanding of the impact of personal development on professional development in general, while the five case studies enabled this study to focus on this understanding applied within an inclusive education context. The five participants were selected as the best representatives to maximize scrutiny of the scope of the ‘Lovecircles’ approach, whereby personal development should be an integral part of professional development in general and within inclusive contexts in particular.
As this study points out, due to the Special Education Act (1988), classes are filled with many children who are diagnosed as having SEN. Consequently, all teachers might benefit from integrative training. I suggest that the diversity between the professional and personal experience of participants (Table 4.1) can serve as a basis for understanding and assessing the impact of a particular training programme on participants' development. Their diverse needs emerged while working in inclusive contexts, especially as some had no prior training or experience with children with SEN. Most of the 11 original participants had no background in art and had not attended any prior professional training focusing on their personal dimension. One had a background in art from a functional aspect and academic studies in rehabilitation through art but no practical experience. Another participant had a background in the field of drama therapy; hence, she had attended a training course giving attention to the personal dimension of emotionality – emotions. Participants enrolled into the programme aspiring to develop professionally within an inclusive context. This was based on their understanding that the programme integrated personal and professional development through verbal and non-verbal modalities – art, movement, dance, drama, bibliotherapy, music, and phototherapy.
With regard to years of experience in teaching, most of the 11 original participants had 11-17 years of experience in teaching while the minority had 2-5 years' experience and only one had no experience at all. Hence, it seems that the 'Lovecircles' advanced training developed from a perceived need by participants to grow professionally in a different way, focusing on their personal dimension and the Arts. This highlights the need and desire to acquire a new approach to practice within the demands of the inclusive context.
The background of the second-phase, five self-selecting participants for the research is particularly important for understanding the basis from which the 'Lovecircles' advanced training has developed. The significance of their diverse prior experience (in arts, education, and mentoring) is that it may be possible to learn the impact on and contribution to the development of the 'Lovecircles' participants, and their ability to apply the method in inclusive populations. This is important as that is how accommodations can be designed for each participant, based on his or her personal professional narrative, so as to generate maximum gains from the programme. Programme participants from different worlds can enrich each other; meaning that profound insights may be drawn regarding possible implementation for participants from various backgrounds.