A systematic review of whole class, subject based, pedagogies with reported outcomes for the academic and social inclusion of pupils with special educational needs in mainstream classrooms

Sheehy, K.; Rix, J.; Collins, J.; Hall, K.; Nind, M. and Wearmouth, J. (2009). A systematic review of whole class, subject based, pedagogies with reported outcomes for the academic and social inclusion of pupils with special educational needs in mainstream classrooms. EPPI-Centre, Social Science Research Unit, Institute of Education, University of London, UK.

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Abstract

Schools across the world have responded to international and national initiatives designed to further the development of inclusive education. In England, there is a statutory requirement for all schools to provide effective learning opportunities for all pupils (QCA, 2000) and children with special educational needs (SEN) are positioned as having a right to be within mainstream classrooms accessing an appropriate curriculum (SENDA, 2001). Previous reviews which have sought to identify classroom practices that support the inclusion of children with SEN have been technically non-systematic and hence a need for a systematic review within this area has been identified (Nind et al., 2004; Rix et al., 2006). This systematic literature review is the last in a series of three.

Item Type:	Other
Copyright Holders:	2009 The Authors, 2009 EPPI-Centre
Academic Unit/Department:	Education and Language Studies Education and Language Studies > Education Education and Language Studies > Childhood, Development and Learning
Interdisciplinary Research Centre:	Centre for Research in Education and Educational Technology (CREET)
Item ID:	10735
Depositing User:	Kieron Sheehy
Date Deposited:	11 May 2009 09:24
Last Modified:	26 Oct 2012 07:48
URI:	http://oro.open.ac.uk/id/eprint/10735

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