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Including children with special educational needs in mainstream classrooms: implications for pedagogy from a systematic review

Record type: Article

This paper reports on the outcomes of the first in a series of three systematic literature reviews in inclusive education. The aims include establishing what research has been undertaken in the area of effective pedagogical approaches to enable children with special educational needs to be included in mainstream classrooms, synthesising themes in a purposive sample of the literature and examining how this research might inform practice. One outcome of this first literature review was an overview of the various ways that teachers are effectively including children with special educational needs. In this paper, using the literature, we share some of the characteristics of the teaching approaches that have been shown to lead to positive outcomes in the areas of academic attainment, social involvement and improved behaviour. We discuss how these approaches, particularly those involving peer group interactions, might be used by teachers to support all learners.

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Citation

Nind, Melanie and Wearmouth, Janice (2006) Including children with special educational needs in mainstream classrooms: implications for pedagogy from a systematic review Journal of Research in Special Educational Needs, 6, (3), pp. 116-124. (doi:10.1111/j.1471-3802.2006.00069.x).

More information

Published date: 2006
Keywords: special educational needs, pedagogy, inclusion, peers, systematic review

Identifiers

Local EPrints ID: 42018
URI: http://eprints.soton.ac.uk/id/eprint/42018
PURE UUID: bdd215bb-1971-4f3f-93d8-83276329b037
ORCID for Melanie Nind: ORCID iD orcid.org/0000-0003-4070-7513

Catalogue record

Date deposited: 02 Nov 2006
Last modified: 17 Jul 2017 15:25

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Contributors

Author: Melanie Nind ORCID iD
Author: Janice Wearmouth

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