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Intensive Interaction in the inclusive classroom: using interactive pedagogy to connect with students who are hardest to reach

Kellett, Mary (2004). Intensive Interaction in the inclusive classroom: using interactive pedagogy to connect with students who are hardest to reach. Westminster Studies in Education, 27(2) pp. 175–188.

DOI (Digital Object Identifier) Link: http://dx.doi.org/10.1080/0140672042000277116
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Abstract

This paper examines the role of Intensive Interaction in interactive pedagogy for students with severe and complex learning difficulties. It begins with an overview of the theoretical context for interactive pedagogy and then goes on to describe how one particular approach, Intensive Interaction, can, within a flexible curriculum, support sociability and communication development for pupils who are hardest to reach because they have not yet learned the fundamentals of early communication. Findings from one case study are drawn upon to illustrate the efficacy of this and to discuss how teamwork can affect optimal outcomes. The paper argues for more pupil-centred, flexible curricula and the wider adoption of approaches such as Intensive Interaction in inclusive mainstream schools.

Item Type: Journal Article
Copyright Holders: 2004 Taylor & Francis Ltd
ISSN: 1470-1359
Academic Unit/Department: Education and Language Studies > Childhood, Development and Learning
Interdisciplinary Research Centre: Centre for Research in Education and Educational Technology (CREET)
Item ID: 672
Depositing User: Users 12 not found.
Date Deposited: 20 Jun 2006
Last Modified: 25 Jul 2011 17:13
URI: http://oro.open.ac.uk/id/eprint/672
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