Pedagogy for Ethnic Minority Pupils with Special Educational Needs in England: Common yet Different?

Autor/inn/en	Tan, Andrea Geok Poh; Ware, Jean; Norwich, Brahm
Titel	Pedagogy for Ethnic Minority Pupils with Special Educational Needs in England: Common yet Different?
Quelle	In: Oxford Review of Education, 43 (2017) 4, S.447-461 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tan, Andrea Geok Poh)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
DOI	10.1080/03054985.2017.1331845
Schlagwörter	Foreign Countries; Minority Group Students; Special Needs Students; Elementary School Students; English Language Learners; Educational Strategies; Individualized Instruction; Learning Problems; Speech Impairments; Hearing Impairments; Communication Problems; Case Studies; Observation; Interviews; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Sonderpädagogischer Förderbedarf; Lehrstrategie; Individualisierender Unterricht; Lernproblem; Speech impairment; Speech handicap; Speech handicaps; Language handicps; Language impairments; Sprachbehinderung; Hearing impairment; Hörbehinderung; Kommunikationsbarriere; Case study; Fallstudie; Case Study; Beobachtung; Interviewing; Interviewtechnik
Abstract	The increasing ethnic diversity in the UK has highlighted the importance of supporting primary school pupils with English as an Additional Language (EAL), some of whom also have special educational needs (SEN). However, there is relatively little research carried out in the UK on children with both EAL needs and SEN. This paper presents the results of a study which aimed to explore the strategies used to teach and support pupils with the dual needs in four schools in North-West England. It reports research carried out with eight EAL pupils with speech, language, and communication needs (SLCN) and four pupils with learning difficulties (LD), and explores the different strategies staff used to support these pupils. The results showed that the two groups varied in the extent to which staff differentiated pedagogical strategies. The paper concludes by pointing to the need for further training and greater collaboration between the fields of EAL and SEN in research and educational practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01