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.Full text available as:
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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.
|Copyright Holders:||2009 The Authors, 2009 EPPI-Centre|
|Academic Unit/School:||Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport
Faculty of Wellbeing, Education and Language Studies (WELS)
|Interdisciplinary Research Centre:||Centre for Research in Education and Educational Technology (CREET)
|Depositing User:||Kieron Sheehy|
|Date Deposited:||11 May 2009 09:24|
|Last Modified:||29 Nov 2016 17:50|
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