Reinstating the value of teachers’ tacit knowledge for the benefit of learners: using Intensive Interaction


Nind, Melanie and Thomas, Gary (2005) Reinstating the value of teachers’ tacit knowledge for the benefit of learners: using Intensive Interaction. Journal of Research in Special Educational Needs, 5, (3), 97-100. (doi:10.1111/j.1471-3802.2005.00048.x).

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Description/Abstract

The challenge of inclusion makes timely a review of the assumptions and precepts about teaching and learning that have dominated the discourse of special education. These have led to methodological and technical predilections which we argue have been damaging for pedagogy and for learners, often moving the focus away from the tacit knowledge and reflective skill of the teacher to a set of formulaic prescriptions for practice. This is true of special education generally and of the education of those with severe learning disabilities in particular. In this paper we urge a move to reinstate teachers' confidence in their own knowledge and skills. We develop our argument using an exemplar of a naturalistic approach for teaching people with severe disabilities. The approach, Intensive Interaction, originated in the UK and aims to enhance the quality of teacher-learner interaction by drawing from processes observed in caregiver-infant interaction.

Item Type: Article
ISSNs: 1471-3802 (print)
Related URLs:
Keywords: pedagogy, special educational, reflective practice, learning disabilities
Subjects: L Education > LB Theory and practice of education
Divisions: University Structure - Pre August 2011 > School of Education
ePrint ID: 17508
Date Deposited: 12 Oct 2005
Last Modified: 27 Mar 2014 18:07
Contact Email Address: M.A.Nind@soton.ac.uk
URI: http://eprints.soton.ac.uk/id/eprint/17508

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