Curriculum and Pedagogy in Inclusive Education : Values into Practice PDF
Preview Curriculum and Pedagogy in Inclusive Education : Values into Practice
Curriculum and Pedagogy in Inclusive Education While activists,politicians and policy-makers grapple with the big picture,teachers and learners are making inclusion happen in their day-to-day lives.This unique text shows the importance and reality of curriculum and pedagogy in developing inclusive practice in a range of settings. Bringing together an exemplary collection of key articles,this Reader provides ways of thinking about inclusive curricula and pedagogy as starting points for possible action,as well as ● illustrating how teachers can get education right or wrong for diverse learners depending on the pedagogical decisions they make; ● discussing the role of the ordinary,special and inclusive pedagogy; ● showing examples of teaching that elicits genuine participation and active learning; ● providing case studies and lessons from learners about what makes good teaching for them. Curriculum and Pedagogy in Inclusive Education will be inspirational reading for anyone with an interest in making inclusion happen. Melanie Nindwas formerly a Senior Lecturer in Inclusive and Special Education at the Centre for Curriculum and Teaching Studies,The Open University,but is now Reader in Education at the University of Southampton. Jonathan Rix,Katy SimmonsandKieron Sheehyare all lecturers in Inclusive and Special Education at the Centre for Curriculum and Teaching Studies,The Open University. Companion Volumes The companion volumes in this series are: Ethics and Research in Inclusive Education Values into practice Edited by Kieron Sheehy,Melanie Nind,Jonathan Rix and Katy Simmons Policy and Power in Inclusive Education Values into practice Edited by Jonathan Rix,Katy Simmons,Melanie Nind and Kieron Sheehy This Reader is part of a course:Researching Inclusive Education Values into Practice, that is itself part of the Open University MA programme. The Open University MA in Education The Open University MA in Education is now firmly established as the most popular postgraduate research degree for education professionals in Europe,with over 3,500 students registering each year.The MA in Education is designed partic- ularly for those with experience of teaching, the advisory service, educational administration,or allied fields. Structure of the MA The MA is a modular degree,and students are therefore free to select from arrange of options the programme which best fits in with their interests and professional goals. Specialist lines in management, applied linguistics and lifelong learning are also available.Successful study in the MA programme entitles students to apply for entry into the Open University Doctorate in Education Programme. Open University supported learning The MA in Education programme provides great flexibility.Students study at their own pace, in their own time, anywhere in the European Union.They receive specially prepared study materials,supported by tutorials,thus offering the oppor- tunity to work with other students.The University also offers many undergraduate courses.Within the area of Inclusive Education there is an Undergraduate second level courseInclusive Education:Learning from each other. The Doctorate in Education The Doctorate in Education is a part-time doctoral degree, combining taught course, research methods and a dissertation designed to meet the needs of professionals in education and related areas who are seeking to extend and deepen their knowledge and understanding of contemporary educational issues. How to apply If you would like to register for this programme,or simply find out more informa- tion about available course,please write for the Professional Development in Education prospectus to the Course Reservation Centre,PO Box 724,The Open University, Walton Hall,Milton Keynes MK7 6ZW,UK (Telephone +44 (0) 1908 653231). Alternatively,you may visit the Open University website http://www.open.ac.uk. where you can learn more about the wide range of courses offered at all levels by The Open University. This page intentionally left blank Curriculum and Pedagogy ducati ion- - . in Inclusive Values into practice - Idited by Y elanie Nind, Jonathan Rix, (ieron Sheehy and <aty Simmons Routledge Taylor& Francis Group LONDON AND NEW YORK First published 2005 by RoutledgeFalrner Published 20 13 by Routledge 2 Parlc Square, Milton Park, Abingdon, Oxon OX 14 4RN Simultaneously published in the USA and Canada by Routledge 71 1 Third Avenue, New York, NY, 1001 7, USA Routledge is an imprint of the Taylor & Francis Group, an informa business O ZOOS compilation, original and editorial matter, The Open University Typeset in Bembo by Newgen Imaging Systems (P) Ltd, Chennai, India All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any e[ectronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. British Llbrory Cotologuing in Publication Data A catalogue record for this book is available from the Britisb Library Library of Congress Cataloging in Publication Doto A catalog record for this book has been requested ISBN 1 3: 978-0-4 15-35207-9 (hblc) ISBN [ 3: 978-0-4 15-35208-6 (pbk) Contents Acknowledgements x 1 Introduction:models and practice in inclusive curricula 1 MELANIE NIND PART I The problem and potential of pedagogy 11 2 Common or specialized pedagogy? 13 JENNY CORBETT AND BRAHM NORWICH 3 The need for a new model 31 SANTIAGO MOLINA Y.GARCIA AND JOHN ALBAN-METCALFE 4 Students’experiences of ability grouping:disaffection, polarisation and the construction of failure 41 JO BOALER,DYLAN WILIAM AND MARGARET BROWN 5 The education of black children:why do some schools do better than others? 56 MAUD BLAIR PART II Curriculum and pedagogy: where special needs are constructed 71 6 Exclusive tendencies:concepts,consciousness and curriculum in the project of inclusion 73 PETER CLOUGH viii Contents 7 Pedagogy,observation and the construction of learning disabilities 82 CAROL A.CHRISTENSEN AND CAROLYN D.BAKER 8 Research case studies in teaching,learning and inclusion 98 ADRIENNE ALTON-LEE,CHRISTINE RIETVELD,LENA KLENNER, NGAIO DALTON,CATHY DIGGINS AND SHANE TOWN PART III Striving for inclusive pedagogy and curricula 119 9 Learning ‘how’and learning ‘why’:watching teachers in Asia move towards more inclusive styles of work 121 JANET C.HOLDSWORTH 10 Creating and using inclusive materials, collaboratively and reflectively 132 JONATHAN RIX 11 Towards an inclusive school culture:the ‘affective curriculum’ 140 GERDA HANKO PART IV Curriculum subjects, classroom organisation and inclusion 151 12 Inclusive practice in English secondary schools: lessons learned 153 LANI FLORIAN AND MARTYN ROUSE 13 The evolution of secondary inclusion 164 JACQUELINE THOUSAND AND RICHARD L.ROSENBERG 14 An inclusive pedagogy in mathematics education 177 CLAUDIE SOLAR 15 Inclusion in music in the primary classroom 191 MARY KELLETT Contents ix PART V Lessons from learners about inclusive curriculum and pedagogy 199 16 Lessons from learners about inclusive curriculum and pedagogy 201 CEDRIC CULLINGFORD 17 One teacher and a class of school students: the culture of the mathematics classroom and its construction 211 CORINNE ANGIER AND HILARY POVEY 18 Living and learning:the school experience of some young people with disabilities 224 MÁIRÍN KENNY,EILEEN MCNEELA AND MICHAEL SHEVLIN 19 Inclusive learning experiences:learning from children and young people 236 JULIE ALLAN Index 253
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