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Inclusive pedagogy and knowledge in special education: addressing the tension

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. Green open access

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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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