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

A systematic review of interactions in pedagogical approaches with reported outcomes for the academic and social inclusion of pupils with special educational needs
A systematic review of interactions in pedagogical approaches with reported outcomes for the academic and social inclusion of pupils with special educational needs
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.
special educational needs, inclusion, interaction, pedagogy, systematic review
EPPI-Centre
Rix, Jonathan
2c651362-abb7-4728-8891-687b85b15201
Hall, Katherine
c1dd13d0-1d31-48c8-b450-a33172166a00
Nind, Melanie
b1e294c7-0014-483e-9320-e2a0346dffef
Sheehy, Kieron
906b46f7-33e9-48dc-aa58-9c314f74e64b
Wearmouth, Janice
568a3900-cff3-4f5b-a8dc-fb00a13cdace
Rix, Jonathan
2c651362-abb7-4728-8891-687b85b15201
Hall, Katherine
c1dd13d0-1d31-48c8-b450-a33172166a00
Nind, Melanie
b1e294c7-0014-483e-9320-e2a0346dffef
Sheehy, Kieron
906b46f7-33e9-48dc-aa58-9c314f74e64b
Wearmouth, Janice
568a3900-cff3-4f5b-a8dc-fb00a13cdace

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 82pp.

Record type: Monograph (Project Report)

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.

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More information

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

Identifiers

Local EPrints ID: 55260
URI: http://eprints.soton.ac.uk/id/eprint/55260
PURE UUID: b39ec418-9fc9-4f7e-9c38-09152a25e106
ORCID for Melanie Nind: ORCID iD orcid.org/0000-0003-4070-7513

Catalogue record

Date deposited: 01 Aug 2008
Last modified: 16 Mar 2024 03:41

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Contributors

Author: Jonathan Rix
Author: Katherine Hall
Author: Melanie Nind ORCID iD
Author: Kieron Sheehy
Author: Janice Wearmouth

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