Exploring inclusive pedagogy
Exploring inclusive pedagogy
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DOI：
10.1080/01411926.2010.501096
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发表时间：
2011-01-01
影响因子：
2.3
通讯作者：
Black-Hawkins, Kristine
中科院分区：
文献类型：
--
作者：
Florian, Lani;Black-Hawkins, Kristine
本文报告了一项研究，旨在探讨教师的工艺知识，他们的做法，他们做什么，为什么和如何“包容”。研究方法提供了一个重要的替代研究的学生与“额外的需求”和搜索，以阐明专业知识和技能，需要教他们。通过课堂观察和采访11名教师的学生在整个年龄范围内的两个苏格兰小学，我们调查了教师如何使意义的概念，包括在他们的实践中，探索理论假设来自文献的包容性教育。分析使我们能够确定包容性教学法的实际例子，这些例子达到了扩大普遍适用于每个人的标准，而不是通过区分一些人来提供所有人。提供了包容性教学方法的实例。
This paper reports on a study designed to examine teachers' craft knowledge of their practice of 'inclusion' in terms of what they do, why and how. The research approach offers an important alternative to studies of students with 'additional needs' and the search to articulate the specialist knowledge and skill required to teach them. Through classroom observations and interviews with 11 teachers of students across the full age range in two Scottish primary schools, we investigated how teachers make meaning of the concept of inclusion in their practice by exploring theoretical assumptions drawn from the literature about inclusive pedagogy. The analysis enabled us to identify practical examples of inclusive pedagogy that met the standard of extending what is generally available to everybody, as opposed to providing for all by differentiating for some. Examples of the inclusive pedagogical approach are provided.