Please enable JavaScript.
Coggle requires JavaScript to display documents.
E309 Block 3 Week 13.2 - Coggle Diagram
E309 Block 3 Week 13.2
-
Kiuppis and Hausstatter (2014), noted that research in inclusive education tended to fall into three categories, research that:
which is why I think the umbrella term 'inclusion' is misleading... 2 is 'provision & EFA', 3 is 'quality'
-
2: focused on exploring access, participation and achievement for all learners who may be vulnerable to marginalisation at school, and
- does not apply categories based on disability, needs, race, gender or religion but explore ‘ensuring a basic minimum standard of education for all’ (Ainscow, 2012, p. 290).
-
standards and performance are priorities because they allow learning to be seen as a process of transmission from teacher to child. Learning is seen as a stimulus and response process where associations are made between specific behaviours.
-
-
alternatively...
-
- the emphasis is on identifying the strengths of each child. This takes account of the context of each child, their teacher and their environment.* (Which Behavioural doesn't consider context or culture)
theorists including Bruner (1996) and Rogoff (1990) continued to extend these ideas, which have influenced the development of the primary curriculum in countries where the social aspects of learning are prioritised, such as Scotland (Education Scotland, 2014).
-
Significance of play
-
-
Lillemyr et al. (2011) in Australia, the US and Norway.
-
-
-
-
Capability theory
-
-
-
McClure (2014) cited in MM criticised. But surely this is more of a theory/principal not a guide? I like it. Why should it help mould policy & practice? McClure used Turkey girls & SEN as example. see MM.
-
-