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- W1910828982 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." @default.
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- W1910828982 date "2015-05-26" @default.
- W1910828982 modified "2023-09-25" @default.
- W1910828982 title "Inclusive pedagogy and knowledge in special education: addressing the tension" @default.
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- W1910828982 doi "https://doi.org/10.1080/13603116.2015.1044203" @default.
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