Critical Pedagogy and Special Educational Needs and Disabilities

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TABLE OF CONTENTS

CHAPTER 2: LITERATURE REVIEW1

Introduction1

Educational paradigms and Special Education2

Critical pedagogy and special educational needs in UK7

Conflicts And Issues Of Critical Pedagogy In SEN UK8

REFERENCES11

CHAPTER 2: LITERATURE REVIEW

Introduction

According to Sindelar, (2006) teacher who develops critical pedagogy considers the educational process from the context communicative interaction, analyzing, understanding of, interprets and transforms the real problems affect a particular community. According to Sapon, (2003) conceives education as a possibility for identification problems and to search for alternatives. Consider science as rejuvenating option spiritual as sudden mutation that contradicts the past to reshape the present. In this perspective, the teacher interprets educational practices in social and political frameworks: against cultural conditions of existence and, policy and applied knowledge in the school rebuilt. According to Roulstone, (2008) normally, education has been established as a construction built on the government policies of the time, where knowledge is preached purely instrumental knowledge as a way out immediate economic problem. From other angle, critical pedagogy takes knowledge. According to Armstrong, (2005) develops knowledge construction according to construction of meanings that underlie detect cultural problems and inconsistencies (education repetitive, political corruption, crime, etc.). Sapon, (2003) revealing perspective on the new levels of cynicism and tranquillity with that accepts and integrates them every day. Intellectuals have ethical responsibility to insist on the truth and, in unison, have an obligation to nation to contemplate the events in historical perspective.

According to Roulstone, (2008) notes that the education of persons with disabilities, it is often necessary to create cultural forms peculiar to development of the child. He argues that with the visual alphabet, used by all mankind, has created an alphabet for the blind touch, popularly known as Braille. It has also been created for digital or deaf sign language alphabet. Also, along with the sound languages ??were created sign languages. The author indicates that the domain processes and use of these ancillary cultural systems are distinguished by their uniqueness deep compared to using the usual means of culture. According to Rhodes, (1995) read with the eyes and read with the hands, as does a blind and one sighted child respectively, involves different psychological processes, but serve the same cultural role in the child's behaviour. Similarly, communicate with the voice and ears and communicate with hands and eyes, as does a deaf and one hearing child respectively, involves the implementation of different psychological processes intended to fulfil the same cultural function.

According to Rioux, (2002) today they have overcome many of the negative views on disability and policy proposals, social and cultural rights are more constructive and inclusive. However, the debate continues on how to establish an education that meets the principle of equality and at the same time to provide a quality education. This considering the diversity implicit in the care of special needs children who present with or without disabilities. Attending to the principles of equality, equity and quality in education is one of the most complex challenges against which we have not ...