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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

Rix, J.; Hall, K.; Nind, M.; Sheehy, K. and Wearmouth, J. (2006). A systematic review of interactions in pedagogical approaches with reported outcomes for the academic and social inclusion of pupils with special educational needs. EPPI-Centre, Social Science Research Unit, Institute of Education, University of London, London, UK.

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Abstract

From the introduction/background: 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.

Item Type: Other
Copyright Holders: 2006 The Authors
Extra Information: Part of the Research Evidence in Education Library.
Academic Unit/Department: Education and Language Studies > Education
Education and Language Studies
Education and Language Studies > Childhood, Development and Learning
Interdisciplinary Research Centre: Centre for Research in Education and Educational Technology (CREET)
Item ID: 6506
Depositing User: Jonathan Rix
Date Deposited: 01 Feb 2007
Last Modified: 11 Jul 2011 16:17
URI: http://oro.open.ac.uk/id/eprint/6506
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