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ERIC Number: EJ847670
Record Type: Journal
Publication Date: 2009-May
Pages: 9
Abstractor: As Provided
Reference Count: 40
ISBN: N/A
ISSN: ISSN-0268-2141
What Pedagogical Approaches Can Effectively Include Children with Special Educational Needs in Mainstream Classrooms? A Systematic Literature Review
Rix, Jonathan; Hall, Kathy; Nind, Melanie; Sheehy, Kieron; Wearmouth, Janice
Support for Learning, v24 n2 p86-94 May 2009
This article reports on a three-year systematic literature review funded by the UK Training and Development Agency for Schools. In order to begin to answer the question posed by the title of this article, the researchers systematically reviewed the literature with reported outcomes for the academic and social inclusion of pupils with special educational needs. This review process led to a focus upon peer-group interactions, the nature of teacher and pupil interactions and whole-class, subject-based pedagogies. This series of reviews highlights that within the complexities of a diverse mainstream classroom teachers' effectiveness is strongly influenced by their recognition of their responsibility for all learners and the centrality of social interaction to learning, as well as having a shared understanding of characteristics, skills and knowledge associated with a subject. It is also strongly influenced by a facility to plan for and to encourage participation in a communal learning experience through flexible groupings and roles, offering diverse opportunities to engage with concepts and practices using activities the learner finds meaningful. Effective practices are not about the teacher alone, but are rooted in the community of learners--including other practitioners--with whom they work.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Information Analyses; Journal Articles; Reports - Research
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom