Inclusive Pedagogy and Knowledge in Special Education: Addressing the Tension

Autor/inn/en	Mintz, Joseph; Wyse, Dominic
Titel	Inclusive Pedagogy and Knowledge in Special Education: Addressing the Tension
Quelle	In: International Journal of Inclusive Education, 19 (2015) 11, S.1161-1171 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2015.1044203
Schlagwörter	Special Education; Inclusion; Special Needs Students; Teacher Education; Knowledge Base for Teaching; Conflict; Curriculum; Scholarship; Trend Analysis; Educational Policy; Evidence; Teaching Methods; Educational Practices; Educational Methods; Accessibility (for Disabled); Foreign Countries; United Kingdom (England) + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Inklusion; Sonderpädagogischer Förderbedarf; Lehrerausbildung; Lehrerbildung; Teaching theory; Theory of teaching; Unterrichtstheorie; Konflikt; Curricula; Lehrplan; Rahmenplan; Scholarships; Stipendium; Trendanalyse; Politics of education; Bildungspolitik; Evidenz; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Educational method; Erziehungsmethode; Accessibility; Zugänglichkeit; Ausland
Abstract	There has been an increasing focus in policy and practice on adopting inclusive pedagogy as a way of reconceptualising how schools work with children with special educational needs (SEN). The paper considers the split between knowledge and pedagogy inherent in some dominant strains of "inclusive pedagogy". Drawing on the "knowledge turn" in curriculum studies, we argue that although an analytical distinction between knowledge and pedagogy may be useful, too strong a delineation between the two fails to best serve the needs of children with special needs. Specific implications for teacher education in relation to SEN in England are considered. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01