| 17877 |
Creator |
b0156dc9cda034123fbeab3eba67cda1 |
| 17877 |
Creator |
c1e1d89d9c87e2223ba8eb345cb55095 |
| 17877 |
Creator |
1dc0344ac4f33bf026b901329f77d5ca |
| 17877 |
Creator |
b51e7560e5f4ec7e0a46c63b6cfe1b30 |
| 17877 |
Creator |
b83106b444b13b6f687d317edaa0a545 |
| 17877 |
Date |
2009-05 |
| 17877 |
Is Part Of |
repository |
| 17877 |
Is Part Of |
p02682141 |
| 17877 |
abstract |
This article reports on a three-year systematic literature review funded by the UK
Training and Development Agency for Schools. In order to begin to answer the question
posed by the title of this article, the researchers systematically reviewed the literature
with reported outcomes for the academic and social inclusion of pupils with special
educational needs. This review process led to a focus upon peer-group interactions,
the nature of teacher and pupil interactions and whole-class, subject-based pedagogies.
This series of reviews highlights that within the complexities of a diverse mainstream
classroom teachers' effectiveness is strongly influenced by their recognition of their
responsibility for all learners and the centrality of social interaction to learning,
as well as having a shared understanding of characteristics, skills and knowledge
associated with a subject. It is also strongly influenced by a facility to plan for
and to encourage participation in a communal learning experience through flexible
groupings and roles, offering diverse opportunities to engage with concepts and practices
using activities the learner finds meaningful. Effective practices are not about the
teacher alone, but are rooted in the community of learners – including other practitioners
– with whom they work |
| 17877 |
authorList |
authors |
| 17877 |
issue |
2 |
| 17877 |
status |
peerReviewed |
| 17877 |
uri |
http://data.open.ac.uk/oro/document/16131 |
| 17877 |
uri |
http://data.open.ac.uk/oro/document/18368 |
| 17877 |
uri |
http://data.open.ac.uk/oro/document/6432 |
| 17877 |
uri |
http://data.open.ac.uk/oro/document/9562 |
| 17877 |
volume |
24 |
| 17877 |
type |
AcademicArticle |
| 17877 |
type |
Article |
| 17877 |
label |
Rix, Jonathan ; Hall, Kathy ; Nind, Melanie ; Sheehy, Kieron and Wearmouth, Janice
(2009). What pedagogical approaches can effectively include children with special
educational needs in mainstream classrooms? A systematic literature review. Support
for Learning, 24(2) pp. 86–94. |
| 17877 |
label |
Rix, Jonathan ; Hall, Kathy ; Nind, Melanie ; Sheehy, Kieron and Wearmouth, Janice
(2009). What pedagogical approaches can effectively include children with special
educational needs in mainstream classrooms? A systematic literature review. Support
for Learning, 24(2) pp. 86–94. |
| 17877 |
Title |
What pedagogical approaches can effectively include children with special educational
needs in mainstream classrooms? A systematic literature review |
| 17877 |
in dataset |
oro |