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ERIC Number: EJ942209
Record Type: Journal
Publication Date: 2005-Nov
Pages: 4
Abstractor: As Provided
Reference Count: 29
ISBN: N/A
ISSN: ISSN-1471-3802
Reinstating the Value of Teachers' Tacit Knowledge for the Benefit of Learners: Using "Intensive Interaction"
Nind, Melanie; Thomas, Gary
Journal of Research in Special Educational Needs, v5 n3 p97-100 Nov 2005
The challenge of inclusion makes timely a review of the assumptions and precepts about teaching and learning that have dominated the discourse of special education. These have led to methodological and technical predilections which we argue have been damaging for pedagogy and for learners, often moving the focus away from the tacit knowledge and reflective skill of the teacher to a set of formulaic prescriptions for practice. This is true of special education generally and of the education of those with severe learning disabilities in particular. In this paper we urge a move to reinstate teachers' confidence in their own knowledge and skills. We develop our argument using an exemplar of a naturalistic approach for teaching people with severe disabilities. The approach, Intensive Interaction, originated in the UK and aims to enhance the quality of teacher-learner interaction by drawing from processes observed in caregiver-infant interaction.
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: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom