Inclusive curricula? Pupils on the margins of special schools
Inclusive curricula? Pupils on the margins of special schools
This paper discusses an inclusion initiative and action research project involving the special schools and services of an education administration (Local Education Authority) in the UK. The project is concerned with the classroom contexts and dynamics that create difficulty. It is not intended to produce incremental change along a developmental path, but rather to stimulate transformation of thinking within the schools. The focus is on pupils who provide the greatest challenge to the routine confidence and competence of teachers. The local education administration aims to avoid placement of these pupils out of the locality in specialist provision elsewhere in the country by developing appropriate curricula, pedagogy and support locally. The part of the project reported here makes use of Intensive Interaction, an interactive approach that emphasizes the quality of teacher-learner interaction, as a vehicle for reviewing and transforming practice. The emphasis is on intuitive teaching combined with critical reflection and collaborative problem-solving, rather than on the notion of specialist 'experts'. The planning, action and developments of the initial year of the project are reported and themes related to the challenge of inclusion are discussed.
185-198
Nind, Melanie
ebcd306d-3173-4297-adf2-a939e92d0248
Cochrane, Steve
ebd59c5b-0627-4355-878b-bfbc68ee3182
2002
Nind, Melanie
ebcd306d-3173-4297-adf2-a939e92d0248
Cochrane, Steve
ebd59c5b-0627-4355-878b-bfbc68ee3182
Nind, Melanie and Cochrane, Steve
(2002)
Inclusive curricula? Pupils on the margins of special schools.
International Journal of Inclusive Education, 6 (2), .
(doi:10.1080/13603110110067217).
Abstract
This paper discusses an inclusion initiative and action research project involving the special schools and services of an education administration (Local Education Authority) in the UK. The project is concerned with the classroom contexts and dynamics that create difficulty. It is not intended to produce incremental change along a developmental path, but rather to stimulate transformation of thinking within the schools. The focus is on pupils who provide the greatest challenge to the routine confidence and competence of teachers. The local education administration aims to avoid placement of these pupils out of the locality in specialist provision elsewhere in the country by developing appropriate curricula, pedagogy and support locally. The part of the project reported here makes use of Intensive Interaction, an interactive approach that emphasizes the quality of teacher-learner interaction, as a vehicle for reviewing and transforming practice. The emphasis is on intuitive teaching combined with critical reflection and collaborative problem-solving, rather than on the notion of specialist 'experts'. The planning, action and developments of the initial year of the project are reported and themes related to the challenge of inclusion are discussed.
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Published date: 2002
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Local EPrints ID: 9791
URI: http://eprints.soton.ac.uk/id/eprint/9791
ISSN: 1360-3116
PURE UUID: fd1bf706-2a74-46fa-a054-3d71816e53df
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Date deposited: 20 Oct 2004
Last modified: 15 Mar 2024 04:57
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Author:
Melanie Nind
Author:
Steve Cochrane
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