Exploring Inclusive Pedagogy

Autor/inn/en	Florian, Lani; Black-Hawkins, Kristine
Titel	Exploring Inclusive Pedagogy
Quelle	In: British Educational Research Journal, 37 (2011) 5, S.813-828 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
DOI	10.1080/01411926.2010.501096
Schlagwörter	Teaching Methods; Teacher Attitudes; Inclusion; Mainstreaming; Elementary School Teachers; Foreign Countries; Student Needs; Individualized Instruction; School Policy; Grouping (Instructional Purposes); Knowledge Base for Teaching; Play; Creative Teaching; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Inklusion; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Individualisierender Unterricht; Schulpolitik; Grouping; Gruppenbildung; Teaching theory; Theory of teaching; Unterrichtstheorie; Spiel; Creative thinking; Teaching; Kreatives Denken; Unterricht
Abstract	This paper reports on a study designed to examine teachers' craft knowledge of their practice of "inclusion" in terms of what they do, why and how. The research approach offers an important alternative to studies of students with "additional needs" and the search to articulate the specialist knowledge and skill required to teach them. Through classroom observations and interviews with 11 teachers of students across the full age range in two Scottish primary schools, we investigated how teachers "make meaning of the concept of inclusion" in their practice by exploring theoretical assumptions drawn from the literature about inclusive pedagogy. The analysis enabled us to identify practical examples of inclusive pedagogy that met the standard of extending what is generally available to everybody, as opposed to providing for all by differentiating for some. Examples of the inclusive pedagogical approach are provided. (Contains 1 note and 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10