Mintz, J;
Wyse, D;
(2015)
Inclusive pedagogy and knowledge in special education: addressing the tension.
International Journal of Inclusive Education
, 19
(11)
pp. 1161-1171.
10.1080/13603116.2015.1044203.
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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.
| Type: | Article |
|---|---|
| Title: | Inclusive pedagogy and knowledge in special education: addressing the tension |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/13603116.2015.1044203 |
| Publisher version: | http://dx.doi.org/10.1080/13603116.2015.1044203 |
| Language: | English |
| Additional information: | Special Issue: Navigating the demands of the English schooling context: problematics and possibilities for social equity. This is an Accepted Manuscript of an article published by Taylor & Francis in International Journal of Inclusive Education on 26/05/2015, available online: http://dx.doi.org/10.1080/13603116.2015.1044203. |
| Keywords: | Inclusion, special educational needs, pedagogy, inclusive pedagogy |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership |
| URI: | https://discovery.ucl.ac.uk/id/eprint/1477256 |
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