Inclusive curricula? Pupils on the margins of special schools

Nind, Melanie; Cochrane, Steve

doi:10.1080/13603110110067217

Cited by 19 publications

(14 citation statements)

References 17 publications

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“…These small-scale, but widely contextualized, evaluations demonstrate that wherever Intensive Interaction has been used, positive feedback and progress in communication have been recorded. It is now offered as a coherent approach across specialist social services in Somerset (Irvine, 1998), adult services in Oxfordshire (Samuel, 2001) and school services in a London Borough (Nind & Cochrane, 2002), as well as more sporadically across many LEAs. It has been acknowledged as good practice by government bodies [Qualifications and Curriculum Authority (QCA), 2001a,b] and in OfSTED reports:…”

Section: The Intensive Interaction Teaching Approachmentioning

confidence: 98%

“…Ainscow (2000), however, argues that the expertise to teach all pupils effectively is already present in schools, but the skills go unrecognized and underused. Many anxieties can be allayed through professional development training and through a greater sharing of existing expertise (Booth et al, 2000;Nind & Cochrane, 2002). However, much can also be achieved by teachers implementing more interactive pedagogical approaches in their classrooms and strengthening teamwork practice that can more readily facilitate interactive teaching (Nind, 2000).…”

Section: Introductionmentioning

confidence: 97%

See 1 more Smart Citation

Intensive interaction in the inclusive classroom: using interactive pedagogy to connect with students who are hardest to reach

Kellett¹

2004

Westminster Studies in Education

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This paper examines the role of Intensive Interaction in interactive pedagogy for students with severe and complex learning difficulties. It begins with an overview of the theoretical context for interactive pedagogy and then goes on to describe how one particular approach, Intensive Interaction, can, within a flexible curriculum, support sociability and communication development for pupils who are hardest to reach because they have not yet learned the fundamentals of early communication. Findings from one case study are drawn upon to illustrate the efficacy of this and to discuss how teamwork can affect optimal outcomes. The paper argues for more pupil-centred, flexible curricula and the wider adoption of approaches such as Intensive Interaction in inclusive mainstream schools.

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Section: The Intensive Interaction Teaching Approachmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 97%

Intensive interaction in the inclusive classroom: using interactive pedagogy to connect with students who are hardest to reach

Kellett¹

2004

Westminster Studies in Education

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show abstract

“…The way forward seemed to be an interactive teaching approach rich with reciprocity and mutual enjoyment (intensive interaction) (Nind & Hewett, 1994). More recently, I have understood this interactive pedagogy as inclusive pedagogy (Nind & Cochrane, 2002) and been drawn to examine how the two overlap, intertwine or coexist. The importance of these themes is more than personal, of course.…”

Section: Guest Editorialmentioning

confidence: 99%

Guest editorial

2004

Westminster Studies in Education

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“…Enfoques interactivos como los que se promueven a través de Grupos Interactivos y Tertulias Literarias Dialógicas permiten hablar de un modelo social de la discapacidad, que algunos autores han asociado a la inclusión (Chenoweth y Stehlik, 2004;Nind y Cochrane, 2002). En este modelo la discapacidad no depende única ni principalmente del déficit, sino que es modulada de manera muy importante por el contexto dentro y fuera de la escuela.…”

Section: Conclusionesunclassified

Análisis de las Interacciones entre Alumnado y Diversas Personas Adultas en Actuaciones Educativas de Exito: Hacia la Inclusión de Todos y Todas

García-Carrión

Roldán

López

et al. 2016

Rev. latinoam. educ. inclusiva

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Más de 200 escuelas en Europa y más de 400 en Latinoamérica están implementando Actuaciones Educativas de Éxito (AEE) que están contribuyendo a la mejora educativa de alumnado muy diverso. Entre esta diversidad encontramos al alumnado con dificultades de aprendizaje y con discapacidad. En este artículo revisamos las aportaciones que dos AEE, los Grupos Interactivos y las Tertulias Literarias Dialógicas, están haciendo a la mejora del aprendizaje instrumental y social de todo el alumnado, y especialmente de aquellos con más dificultades. Nos centramos en el tipo de interacciones que estas AEE promueven entre el alumnado, con el profesorado y con otros adultos de la comunidad, en el impacto que estas interacciones tienen en su aprendizaje y participación en el grupo, para mostrar cómo estas AEE contribuyen a una educación inclusiva.Descriptores: Aprendizaje, Interacción, Comunidad, Alumnado con necesidades especiales.More than two hundred schools in Europe and more than four hundred schools in Latin American are implementing Successful Educational Actions (SEAs) that are contributing to academic success of diverse students. Among this diversity we find pupils with learning difficulties and with disabilities. In this article, we review the contributions that two SEAs -Interactive Groups and Dialogic Literary Gatherings-are making to improve academic and social learning for all students, and especially for those with more difficulties. We focus on the type of interactions that these SEAs promote among pupils, with teachers and other adults from the community. Particularly, our emphasis relies on the impact that these interactions have on their learning and on their participation within the group, to show how these SEAs contribute to an inclusive education.

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Inclusive curricula? Pupils on the margins of special schools

Cited by 19 publications

References 17 publications

Intensive interaction in the inclusive classroom: using interactive pedagogy to connect with students who are hardest to reach

Intensive interaction in the inclusive classroom: using interactive pedagogy to connect with students who are hardest to reach

Guest editorial

Análisis de las Interacciones entre Alumnado y Diversas Personas Adultas en Actuaciones Educativas de Exito: Hacia la Inclusión de Todos y Todas

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