Special teaching for special children? Pedagogies for inclusion
Special teaching for special children? Pedagogies for inclusion
复制标题
针对特殊儿童的特殊教学？
DOI：
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发表时间：
2004
期刊：
影响因子：
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通讯作者：
B. Norwich
中科院分区：
文献类型：
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作者：
A. Lewis;B. Norwich
本文认为，在残疾和困难的学习者的教育中最基本和令人困惑的问题之一：如何专门是这个群体的教学？对于当前的教育政策和实践来说，这是一个非常重要的国际问题。在许多国家，中央规定的课程应该包括残疾人和有困难的人。人们越来越认识到需要普及课程;然而，很少有人试图澄清具体修改的性质、理由和证据基础。在本文中，我们总结了两个连续的批评集中在我们的开放问题的发现：第一，相关文献的审查和概念分析，第二，一系列的批判性审查，在不同的特殊教育需求领域，建立在以前的工作，扩大覆盖范围。我们认为，以研究为主导的理解和解释的“特殊”学科需要整合教师的知识（关于学习过程和残疾的性质），课程和教学策略。
This paper considers one of the most basic and perplexing questions in the education of learners with disabilities and difficulties: how specialised is the teaching of this group? This is a highly significant international question for the current context of education policy and practice. Centrally prescribed curricula in many countries are supposed to be inclusive of those with disabilities and difficulties. There has been a growing awareness of the need for universalising curricula; however, there have been few attempts to clarify the nature, rationale and evidence base for particular modifications. In this paper, we summarise the findings that have emerged from two successive strands of critique focused on our opening question: first, a review and conceptual analysis of relevant literature and second, a series of critical reviews across different special educational needs areas that built on the prior work by widening the scope of coverage. We argue that research-led understanding and explication of ‘special’ pedagogies need to integrate teacher knowledge (about learning processes and about the nature of disability), curriculum and pedagogic strategy.