Literaturnachweis - Detailanzeige
| Autor/inn/en | Özer Sanal, Seda; Erdem, Mukaddes |
|---|---|
| Titel | Examination of Special Education with Constructivism: A Theoretical and Review Study |
| Quelle | In: European Educational Researcher, 6 (2023) 1, S.1-20 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext kostenfreie Datei |
| Zusatzinformation | ORCID (Özer Sanal, Seda) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| Schlagwörter | Special Education; Constructivism (Learning); Learning Theories; Students with Disabilities; Equal Education; Student Needs; Behavior Modification; Applied Behavior Analysis |
| Abstract | While we argue that difference and diversity are essential elements of the education process, we keep one area an utterly separate area: Special education. This area is left as a mysterious closed box with many undiscovered differences. While it is clear that there is behavioral pressure on special education, there are also opinions that claim the opposite. However, it is noteworthy that the views are not reflected in the implementation process. The fact that theory and practice are progressing in different lanes should attract the attention of educators. This study sought evidence for the idea that "a constructivist approach for special education offers a suitable learning environment." This study may be a step to stop defining everything we cannot discover as the other. The problem was discussed by blending it with pro and opposing views. Considering that the study contains a deep synthesis of thoughts, it will also trigger new deep discussions. [Note: The publication year (2022) shown on the PDF is incorrect. The correct publication year for this article is 2023.] (As Provided). |
| Anmerkungen | European Educational Researcher. University of Seville Faculty of Education, Department of Teaching and Educational Organization, Pirotecnia 41013 Seville, Spain. Tel: +34-955-420590; Fax: +34-954-554306; e-mail: editor@eu-er.com; Web site: https://eu-er.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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