"Drawing on a three-year post-critical ethnography, this volume counters deficit-based notions of disability to present a new social and dialogic theory of thinking and learning for students with significant support needs. Dismantling ideas around ableism/disableism, Social and Dialogic Thinking and Learning offers a uniquely theoretical and conceptual contribution to special education and capability research. Illustrating how students exhibit varied practical, social, and creative abilities, possess agency and perform identity, chapters present a challenge to the restrictive ways in which disability is constructed through prescriptive forms of teacher-student interaction and instruction. The text ultimately offers a powerful re-imagining of how educators and researchers can perceive, observe, and respond to students beyond current institutional and cultural norms. This text will benefit researchers, academics, and educators with an interest in inclusion and special educational needs, disability studies, and the theories of learning more broadly. Those specifically interested in educational psychology and the study of severe, profound, and multiple learning difficulties will also benefit from this book. Karen A. Erickson is the David E. & Dolores J. Yoder Distinguished Professor and Director of the Center for Literacy and Disability Studies, University of North Carolina at Chapel Hill, USA Charna D'Ardenne is Assistant Professor at the Center for Literacy and Disability Studies, University of North Carolina at Chapel Hill, USA Nitasha M. Clark is Research Affiliate with the Center for Literacy and Disability Studies, University of North Carolina at Chapel Hill, USA David A. Koppenhaver is Professor in the Reading Education and Special Education Department at Appalachian State University, USA George W. Noblit is Joseph R. Neikirk Distinguished Professor of Sociology of Education Emeritus at the University of North Carolina at Chapel Hill, USA"--
Books in the series include: Inclusive Teamwork for Pupils with Speech, Language and Communication Needs Rosalind Merrick Social and Dialogic Thinking and Learning in Special Education Radical Insights from a Post-Critical Ethnography ...
3) that ultimately results in exclusionary practices for many C&YP (L. Darling-Hammond, Cook-Harvey, Flook, ... 12.1) that will enable and empower the school community to meet the needs of C&YP respectfully and with care and compassion.
With dialogue and dialogic teaching as upcoming buzz-words, we face a familiar mix of danger and opportunity.
Instructional frameworks for quality talk about text: Choosing the best approach. The Reading Teacher, 70(4), 435–444. Lim, T. K. (1994). The philosophy for children project in Singapore. Thinking: The Journal of Philosophy for Children ...
This monograph analyses and describes successful educational actions with a specific focus on vulnerable groups (i.e. youth, migrants, cultural groups e.g.
What the dialogic literary gatherings ... Implications for social impact of dialogic teaching and learning. Front. ... competences – Students with special educational needs in regular classes in lower secondary education. Learn.
Concepts, Methodologies, Tools, and Applications Dasgupta, Subhasish ... Soon afterwards, the research community started exploring social television in earnest, starting withAbreu, Almeida and Branco's (2001) description of 2BeOn.
Taylor, A. (2017) Character Education: A Bibliography of Recent Research, Reports and Resources. Slough: NFER. Teaching and Learning in 2020 Review Group (2006) 2020 Vision: Report of the Teaching and Learning in 2020 Review Group.
The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.
McGraw-Hill Education. Ravenscroft, A., & McAlister, S. (2006a). Digital Games and Learning in Cyberspace: A Dialogical Approach, E-Learning Journal, Special Issue of Ideas in Cyberspace 2005 Symposium, 3(1), 38-51.