Book chapter
Inquiry Learning in the Primary Social Science Classroom: Differentiating Practice to Meet Student Needs
Inclusive Theory and Practice in Special Education, pp.125-155
IGI Global
03/01/2020
Metrics
57 Record Views
Abstract
Inclusive education retains significant complexity associated with creating a definition, and there is significant importance within the surrounding narratives reflecting the broader definitions. Due to the flexibility within the definition, investigating current practices across an array of definitions becomes essential to developing best practices in special education. Inclusive Theory and Practice in Special Education is an essential research book that examines current shifts in the field within the overarching philosophy of inclusion and inclusive education. It reports recent research that focuses on the experiences of teachers and students in classrooms and ways of enhancing the practices of inservice teachers and early career teachers, as well as the preparation of preservice teachers. Besides presenting research from these perspectives, it also addresses a selection of broader issues that impact on policy and curriculum, thus identifying related concerns, including those of the wider community. Highlighting a wide range of topics such as learning disabilities, student mobility, and early childhood education, this publication is ideal for researchers, professionals, administrators, curriculum designers, academicians, policymakers, and students. Inclusive education retains significant complexity associated with creating a definition, and there is significant importance within the surrounding narratives reflecting the broader definitions. Due to the flexibility within the definition, investigating current practices across an array of definitions becomes essential to developing best practices in special education. Inclusive Theory and Practice in Special Education is an essential research book that examines current shifts in the field within the overarching philosophy of inclusion and inclusive education. It reports recent research that focuses on the experiences of teachers and students in classrooms and ways of enhancing the practices of inservice teachers and early career teachers, as well as the preparation of preservice teachers. Besides presenting research from these perspectives, it also addresses a selection of broader issues that impact on policy and curriculum, thus identifying related concerns, including those of the wider community. Highlighting a wide range of topics such as learning disabilities, student mobility, and early childhood education, this publication is ideal for researchers, professionals, administrators, curriculum designers, academicians, policymakers, and students.
Details
- Title
- Inquiry Learning in the Primary Social Science Classroom: Differentiating Practice to Meet Student Needs
- Creators
- Catherine Louise Andrew - Southern Cross University, School of Health and Human SciencesRuth Fairbanks - University of Southern Queensland
- Contributors
- Henriette van Rensburg (Editor of compilation)Shirley O'Neill (Editor of compilation)
- Publication Details
- Inclusive Theory and Practice in Special Education, pp.125-155
- Publisher
- IGI Global
- Number of pages
- 31
- Identifiers
- 991012866599602368
- Academic Unit
- School of Health and Human Sciences; Allied Health and Midwifery; Faculty of Health
- Language
- English
- Resource Type
- Book chapter