‘Lovecircles’ Education Programme Affect Their Work with Children
with Special Needs?
5.4.1. Multi-Dimensional Attention and Multi-Dimensional Tutoring for Learners with SEN
Data collected in the field through direct work with children (see Table A.10 in Appendix 10, and Table 5.2 in the thesis) provide an evidence base for the participants' enhancement of reference to the self and to children with special educational needs (SEN). This development of the five participants (from the original cohort of 11) that proceeded to the practicum stage of the ‘Lovecircles’ programme was manifested by the development of a personal, emotional and empathetic attitude towards them. Furthermore, these participants created room for the pupils' expression, being attentive to them and to their personal world. The five participants learnt to integrate emotions in their communication with the pupils and even to relate to emotional aspects in their teaching-learning plans.
…[…]…I am able to accept the children …and they really open up and learn and I am really grateful!…[…]… (Miri / interview Appendix 22M / page 24 line 761).
…[…]… The acceptance experience in the group made me feel the need for accepting and empowering my pupils in any way possible…[…]… (Miri / interview Appendix 22M / page 30 line 984).
All 5 of the participants, with the exception of one, developed the understanding that pupils' learning is a prolonged process. They also perceived teaching as consistent, flowing and spontaneous.
…[…]… children with SEN need a place allowing them to undergo an orderly process… to inquire, experiment and have empowering and reinforcing experiences… discover new sides in themselves… …[…]… (Yafa / interview Appendix 22Y / page 7 / line 235).
The 5 participants expressed confidence in assimilating the interactive relational approach that they developed in the programme, both on the level of understanding pupils' behaviour and of adapting the teaching method to this behaviour.
…[…]… … L. became aware of the way he breathed and could talk about his fears. He started breathing properly and continued learning without any fear… I involved also the home-class teacher/the counsellor in the matter… […]… (Miri / interview Appendix 22M / page 31 line 1020).
As reported by 9 out of 11 the participants, they connected body-soul aspects.
…[…]…you are tired! You have worked! Just tired… you have to know when to stop…[…]… (Miri / interview Appendix 22M / page 30 line 958).
…[…]... I think that my ability to relate to emotion has developed…[…]… it has probably become part of me! It was a new aspect of relationships with children which I transferred with me to class…[…]… (Miri / interview Appendix 22M / page 23 line 740).
…[…]…seeing the light… seeing the pleasant parts in my life …[…]… (Shanny /
5.4.2. Emotional Pedagogy with Pupils with SEN – a relational approach
Enhancing reference to the personal dimension within the professional dimension led to containment of children with special educational needs (SEN) in practice by the 5 core participants. Their personal direct experiences and attention to their emotions throughout the programme seemed to enable the participants to connect emotions, a body-soul approach and art while teaching. This connection may have facilitated the introduction of emotional and body-soul aspects as well as the integration of art in their teaching in order to develop personal expression and enhance self-confidence, concentration and serenity of pupils with SEN.
The core 5 participants all believed that the integration of art in teaching is a tool and an intervention, rendering things easier for pupils with regard to self-judgment and development of their capabilities. Art thus was seen to promote pupils' acquaintance with themselves, empowering their self-perception and allowing them to build a dialogue with others.
…[…]… I have already envisioned myself working with children and parents and enjoying myself… […]… (Eve / interview Appendix 22E / page 13 line 404).
The 5 core participants adopted an approach to teaching based on emotion within their relationship as teacher and pupils with SEN: complete acceptance of these children, attention to their unique learning methods and building a personal learning curriculum that integrates multi-disciplinary aspects.
… […]…In fact, in 'Lovecircles' they can express their creativity … […]… You talk about your creation, tell, speak about it and it helps you… […]… (Yafa / interview Appendix 22Y / page 8 line 237).
Adopting an emotion-based approach to teaching was characterised by acknowledging the unique "magic" of working with children with SEN : recognising the importance of exposing pupils’ strong points; adopting the 'whole person' approach for the pupils' empowerment; and the development of initiatives for working with parents of these children. These initiatives are all focused on personal empowerment, facilitated by encouraging emotional expression. The new emotion-based approach, developed and implemented by the 5 core participants during the practicum stage of the ‘Lovecircles’
programme, was built upon empathy for and interest in the pupils' works. This new approach seemed to support them in building a personalised curriculum for them, and integrating experiential teaching methods grounded in holistic attention to the pupils' needs and emotions and also their own emotions as teachers in this context.
…[…]…it is clear to me that emotional reference to the subject might provide difficulty- bypassing mechanisms, neutralising some of the pupils' emotional and cognitive damages …[…]… (Shanny / interview Appendix 22S / page 17 line 564).
5.4.3. Art-Based Pedagogy within SEN
The 5 core participants indicated that in the course of the programme, they developed a concept of integrating art while teaching children with special educational needs. Integrating art helped them to promote their self-confidence, relieve frustrations and express themselves. Thus, they sensed that by integrating art they would be able to assist their pupils to empower themselves.
…[…]… I integrate art based on my experience in 'Lovecircles' …[…]… (Yafa / interview Appendix 22Y / page 7 line 234).
…[…]… In the past I communicated with myself and with the world mainly through the head. Today I find it easier to communicate through emotions... (Eve / interview Appendix 22E / page 11 line 355) a different quality and better communication with both children and adults. …[…]… (Eve / interview Appendix 22E / page 11 line 362). …[…]… I usually manifest my satisfaction with their progress… M. started believing in himself and, now, he disrupts the lesson only rarely and demonstrates concentration ability and great interest in learning…[…]… (Miri / interview Appendix 22M / page 31 line 1009).
…[…]…I see my ability to understand the children and my varied approaches to them. I have the possibility to combine several tools together in accordance with the children's needs and, thus, facilitate a process consisting of several layers. This process affects the children in several senses, enabling connection, empowerment and expansion of their capabilities… […]… (Yafa / interview Appendix 22Y / page 7 line 230).
All 11 of the participants developed an approach to teaching, based on understanding pupils' needs and behaviours through body-soul aspects. Integrating body-soul aspects is manifested by their attention to the children’s emotions and movements simultaneously with thoughts. The integration is illustrated by them being attentive and offering activities that focus on the body-soul connection through art activities.
They considered that developing attention to the emotional dimensions of children with special educational needs allows them to develop in a released manner.
… […]…connecting the children to their personal world and to their own emotions… releasing the energies which have been imprisoned for years in the body…[…]…(Eve / interview Appendix 22E / page 11 line 367).
5.4.4. Differentiated Personal and Professional Development
The five exemplar case studies illustrate a differentiated balance of personal and professional dimensions to development through the 'Lovecircles' education programme. Whilst their case histories are detailed in Appendix 20, they are summarized in Table 5.4 and expanded upon briefly below.
Studying the developmental themes within the personal and professional dimensions, based on the background narrative of each participant (as presented in detail below), revealed the core principles of 'Lovecircles' programme.
It is significant to take into consideration the fact that the participants by paying for their study in ‘Lovecircles’ programme could be considered as my customers. This might have an impact on their statement concerning their expectation from their participation in the programme.
Yet through my professional perception, I kept in mind this possibility, that their overt (for example in the interview) and latent statements (verbally through the sessions or via their art activities) were similar or reveal different meanings concerning their authentic needs. The rich variety of data sources – verbally and visually- enabled me to study their needs throughout the stages of the course.