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Including children with special educational needs in mainstream classrooms: implications for pedagogy from a systematic review

  • Melanie Nind
    ,
  • Janice Wearmouth
Research Output: Contribution to journal Article Peer-review

Sustainable Development Goals

  • SDG 4 - Quality Education
    SDG 4 Quality Education

Abstract

This paper reports on the outcomes of the first in a series of three systematic literature reviews in inclusive education. The aims include establishing what research has been undertaken in the area of effective pedagogical approaches to enable children with special educational needs to be included in mainstream classrooms, synthesising themes in a purposive sample of the literature and examining how this research might inform practice. One outcome of this first literature review was an overview of the various ways that teachers are effectively including children with special educational needs. In this paper, using the literature, we share some of the characteristics of the teaching approaches that have been shown to lead to positive outcomes in the areas of academic attainment, social involvement and improved behaviour. We discuss how these approaches, particularly those involving peer group interactions, might be used by teachers to support all learners.

Publication Information

Output type

Research Output: Contribution to journal Article Peer-review

Original language

English

Pages from-to (Number of pages)

Pages 116-124

Journal (Volume, Issue Number)

Journal of Research in Special Educational Needs (Volume 6, Issue 3)

Publication milestones

  • Published - 01/01/2006

Publication status

Published - 01/01/2006

External Publication IDs

  • handle.net: 10547/229087

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