Exploring How Project Work Enhances Student Teachers' Understanding of Children with Special Needs

Donegan, Mary; Hong, Seong Bock; Trepanier­-Street, Mary; Finkelstein, Caryn

doi:10.1080/10901020590918988

Cited by 6 publications

(1 citation statement)

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“…Scholars and educators who write about inclusive and specialized practices (Donegan, Hong, Trepanier-Street, & Finkelstein, 2005;Dalkilic & Vadeboncoeur, 2016) and other researchers who have worked with exceptional learners in emergent curriculum classrooms (Gilman, 2007;Smith, 1998;Soncini, 2013;Tsekhman, 2011) offer ideas about the role of documentation in supporting children's learning. Sheryl Gilman (2007) wrote about the value of honouring children's work through documenting, sharing projects with parents, and using documentation as a means of communication with the families of children with disabilities.…”

Section: Documenting In the Specialized Playroommentioning

confidence: 99%

The Living Wall: Implementing and Interpreting Pedagogical Documentation in Specialized ELCC Settings

Bjartveit¹,

Carston²,

Baxtor³

et al. 2019

J Child. Stud.

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The program approach in specialized early learning programs may result in adults focusing too intently on therapeutic treatment reports and disabilities and not on the stories children share through play. Observing, listening, and documenting play scripts can shift adults’ focus and make the self of children and their interests visible. Exploring different ways of documenting children’s experiences in specialized educational settingswas the impetus for this paper. The Living Wall—a form of pedagogical documentation—aligns with Ted Aoki’s notion of a “curriculum-as-lived-experience” that honours children and gives them a voice through the collection and interpretation of their artwork, dialogue, and imaginative play scripts.

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