Abstract
This study examines the mediating role of shadow education (private supplementary tutoring)insupporting inclusive education for students with special educational needs (SEN) in mainstream schools in Singapore. Applying Bronfenbrenner's ecological systems theory, it explores how shadow education acts as a supplementary resource to enhance the educational experiences for the students. Insights from shadow educators and parents highlight its broader educational impact. Employing interpretivism and symbolic interactionism, the study engaged 19 shadow educators and 15 parents of SEN students. Qualitative analysis revealed five themes, highlighting the importance of thoughtful regulation and collaboration between schools and stakeholders to optimise SEN support.
| Original language | English |
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| Qualification | Doctorate |
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| Award date | 26 Jul 2024 |
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| Publication status | Unpublished - 2024 |
Access to Document
- THESIS - DOCTOR OF EDUCATION - HO Patricia See Mei - 2024_
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