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Teachers’ understanding of interactive approaches in special education

Teachers’ understanding of interactive approaches in special education
Teachers’ understanding of interactive approaches in special education

This paper considers the adoption of interactive approaches in the history of special education and addresses teachers’ use and conceptualisation of interactive approaches. Teachers in special schools and units in the United Kingdom were asked whether they used interactive approaches and, if so, what this meant in their context. Interactive approaches were reported to be used by two-thirds of the sample and what this meant to the 58 respondents, from different areas of special education, varied considerably. Their responses are compared with the central elements of interactive approaches in the literature. Areas of consensus are discussed and a relative lack of emphasis on process amongst the teachers is identified.

1034-912X
183-199
Nind, Melanie
b1e294c7-0014-483e-9320-e2a0346dffef
Nind, Melanie
b1e294c7-0014-483e-9320-e2a0346dffef

Nind, Melanie (2000) Teachers’ understanding of interactive approaches in special education. International Journal of Disability, Development and Education, 47 (2), 183-199. (doi:10.1080/713671111).

Record type: Article

Abstract

This paper considers the adoption of interactive approaches in the history of special education and addresses teachers’ use and conceptualisation of interactive approaches. Teachers in special schools and units in the United Kingdom were asked whether they used interactive approaches and, if so, what this meant in their context. Interactive approaches were reported to be used by two-thirds of the sample and what this meant to the 58 respondents, from different areas of special education, varied considerably. Their responses are compared with the central elements of interactive approaches in the literature. Areas of consensus are discussed and a relative lack of emphasis on process amongst the teachers is identified.

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Published date: June 2000

Identifiers

Local EPrints ID: 445692
URI: http://eprints.soton.ac.uk/id/eprint/445692
ISSN: 1034-912X
PURE UUID: 3635b4ae-3d7c-42a1-bb93-ef91f0fafb4c
ORCID for Melanie Nind: ORCID iD orcid.org/0000-0003-4070-7513

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Date deposited: 06 Jan 2021 17:40
Last modified: 17 Mar 2024 03:00

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