ABSTRACT

Inclusive learning environments have been described as a crucial factor for fostering disabled students’ sense of belonging in higher education. However, few empirical studies have elaborated on how learning environments contribute to disabled students’ belonging. In this study, we have taken a socio-political approach and widen the theoretical understanding of ‘belonging’. We analyse three Finnish disabled students’ narrative interviews concerning their experiences of learning environments through a narrative approach. Our findings highlight the complex interplay of learning environments and belonging in the context of STEM and large class sizes. We discuss the role of active learning environments for supporting disabled students’ belonging. The narratives show how not belonging might be more productive for these students, as the learning environments are often built on ableism. We redefined inclusive learning environment design and their research as socio-political endeavours: If teachers wish to promote belonging through learning environment design, such design needs to disrupt the broader ableist discourses of higher education.

摘要

包容性学习环境被描述为培养残疾学生在高等教育中的归属感的关键因素。然而，很少有实证研究详细说明学习环境如何影响残疾学生的归属感。在这项研究中，我们采取了社会政治方法，拓宽了对“归属感”的理论理解。我们通过叙事方法分析了三名芬兰残疾学生关于他们在学习环境中的经历的叙事访谈。我们的研究结果强调了学习环境和归属感在 STEM 和大班规模背景下的复杂相互作用。我们讨论了主动学习环境在支持残疾学生归属感方面的作用。叙述表明如何不属于可能对这些学生更有效率，因为学习环境通常建立在能力主义之上。我们将包容性学习环境设计及其研究重新定义为社会政治努力：如果教师希望通过学习环境设计来促进归属感，那么这种设计需要扰乱高等教育中更广泛的能力主义话语。