Conditions for academic learning for students receiving special education

Gunhild Nordvik Reite,Peder Haug

doi:10.23865/ntpk.v5.1640

Gunhild Nordvik Reite, Peder Haug

Open Access

https://doi.org/10.23865/ntpk.v5.1640

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Abstract

This article discusses the research question What are the conditions for academic learning for students receiving special education in years 5–10? These have been examined by studying the surface structure and certain elements in the deeper structure of both special education and general education. The data consists of video observations of 8 individual students who have been granted special education. Through qualitative and quantitative analyses, we have found that the surface structures of both special education and general education are nearly identical. For the most part the instruction is teacher-controlled, the students receiving special education get more teacher support in special education than in general education and they cooperate to a very small degree with other students in both types of education. All in all, the students involved in special education appear to be offered the best conditions for learning in special education. Possible explanations and implications are discussed.

Highlights

This article discusses the research question What are the conditions for academic learning for students receiving special education in years 5–10? These have been examined by studying the surface structure and certain elements in the deeper structure of both special education and general education
The research question is: What are the conditions for academic learning for students receiving special education in years 5–10? One way of examining this is to look at the signature pedagogy of the teaching, what Shulman (2005, p. 52) calls “the characteristic forms of teaching and learning”
We focus on three key findings: Key features of the signature pedagogy On average the focus students receive often comprehensive direct support from teachers in special education, much less in general education

Summary

Introduction

This article discusses the research question What are the conditions for academic learning for students receiving special education in years 5–10? These have been examined by studying the surface structure and certain elements in the deeper structure of both special education and general education. This article discusses the research question What are the conditions for academic learning for students receiving special education in years 5–10? The challenge is that students receiving special education do not have so positive learning outcomes in school (Knudsmoen, Løken, Nordahl, & Overland, 2011). The research question is: What are the conditions for academic learning for students receiving special education in years 5–10? 52) calls “the characteristic forms of teaching and learning” This has three dimensions: surface structure, deep structure and implicit structure. In this article our main focus is the surface structure, but we investigate elements in the deep structure

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