Knowing differently, being differently : creating new opportunities for inclusion by using narrative approaches to challenge perspectives on special educational needs
Abstract
This thesis is the story of one teacher's practice in the field of special
educational needs. It examines the purpose and themes of her published
work. The purpose of this writing has been to challenge perspectives of
children, and of learning and teaching, in the context of inclusion. This has
been undertaken by exploring hidden aspects of teacher-learner relationships,
developed and demonstrated in classroom interaction. These include attitudes
and assumptions that may limit learning, and involve the themes of identity,
agency and voice.
Research, writing and teaching has been used to challenge perspectives of
teachers, and teacher educators, in relation to what we know about learners
with special educational needs and how we come to know about them. It argues
for an ontological focus in relation to understanding the learner and an
epistemology based on imagination and empathy.
The contribution to knowledge claimed in this thesis involves the development
of a pedagogical approach that enables teachers to identify and challenge
underlying assumptions in the field of special educational needs. The process
has the potential to empower teachers to change their perspectives and to act
in relation to these new understandings in inclusive classrooms.