A systematic review of interactions in pedagogical approaches with reported outcomes for the academic and social inclusion of pupils with special educational needs


Rix, Jonathan, Hall, Katherine, Nind, Melanie, Sheehy, Kieron and Wearmouth, Janice (2006) A systematic review of interactions in pedagogical approaches with reported outcomes for the academic and social inclusion of pupils with special educational needs. London, UK, EPPI-Centre, Social Science Research Unit, University of London, 82pp. (1411).

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Description/Abstract

The growing demand for inclusive practices within mainstream schools has resulted in classroom teachers having to take direct responsibility for the individual learning needs of all pupils within the setting, and reduced the expectation that support staff should be the primary practitioners for children with special educational needs (SEN). The belief in a need for special pedagogical approaches for these children has also been widely critiqued (e.g. Norwich and Lewis, 2001; Hart, 1996) and there has been a growing focus upon the teaching practices that can be, and are, more broadly used by mainstream practitioners. Central to all these approaches are the interactions that both create the learning context and operate within it.

Item Type: Monograph (Technical Report)
Related URLs:
Keywords: special educational needs, inclusion, interaction, pedagogy, systematic review
Subjects: L Education > LB Theory and practice of education
Divisions: University Structure - Pre August 2011 > School of Education > Professional Practice & Pedagogy
ePrint ID: 55260
Date Deposited: 01 Aug 2008
Last Modified: 27 Mar 2014 18:38
URI: http://eprints.soton.ac.uk/id/eprint/55260

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