Inclusive pedagogy and knowledge in special education: addressing the tension

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.

Keywords:

• inclusion
• special educational needs
• pedagogy
• inclusive pedagogy

Notes on contributors

Dr Joseph Mintz is Senior Lecturer in Education at UCL Institute of Education. His research interests focus on special educational needs, autism education, educational technology including the use of mobile technology with autism, and the professional practice of teachers working with children with special needs.

Professor Dominic Wyse is Professor of Early Childhood and Primary Education at UCL Institute of Education. The main focus of his research is curriculum and pedagogy. Key areas of work are the teaching of English, language, literacy, and creativity.