Abstract
This article is based on a keynote address to the Learning for All Enhancing Effective Practice in Special Education School-led Symposia, Palmerston North, Christchurch, Napier and Auckland, New Zealand, June 2006. It considers “special education” teaching strategies, and the extent to which they overlap with “mainstream practice”, in order to answer the question of whether or not there is such a thing as a specialist pedagogy. Selected research on this topic is summarised, and the need to develop a notion of pedagogy that is inclusive of all learners is suggested.
| Original language | English |
|---|---|
| Pages (from-to) | 24-27 |
| Number of pages | 4 |
| Journal | Kairaranga |
| Volume | 7 |
| Issue number | Special Edition |
| DOIs | |
| Publication status | Published - 2006 |
Keywords / Materials (for Non-textual outputs)
- Effective practices
- evidence based practice
- inclusion,
- inclusive schools
- pedagogy
- special education
- teaching strategies