Is good teaching for children with special needs good teaching for all?

Does universal design / inclusive pedagogy imply that there really is no special pedagogy for special education?

In this article in the International Journal of Inclusive Education, Dominic Wyse and myself explore these questions, drawing on the "knowledge turn" in curriculum studies, and in particular the work of Michael Young (

In contrast to the thinking of a number of other researchers in the field, we argue that there is in fact a special pedagogy for special education in many instances.

We further argue that suggesting that there is not can lead, as Young similarly suggests in the context of curriculum studies, to the downplaying of the important knowledge that the human sciences (psychology, psychiatry, neuroscience) can provide about how to work effectively in the classroom with children with special educational needs.

You can see the full paper here.

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