This book analyzes the impact of Lesson study on special needs education by studying the ways in which the Lesson Study process is implemented in different educational contexts in the Netherlands, Singapore, the UK and Sweden.
Lesson Study has been shown to be a systematic way of building teachers knowledge by allowing them to share their knowledge with each other. While much has been written about the benefits of Lesson Study in science and mathematics education, this book analyses its impact on education for children with special needs. It studies the ways in which the Lesson Study process is implemented in different educational contexts in the Netherlands, Singapore, the UK, and Swedencountries which propagate more inclusive learning environments regardless of varying degrees of student capacities.
In addition to making transcultural comparisons regarding concepts, procedures, and instruments in the use of Lesson Study in these four countries, this book will provide practice-based suggestions for teachers to formulate collaborative lesson plans.
1. Lesson Study for Inclusive Teaching in Various Settings
2. Lesson
study as a Teacher Professional Development Method to Foster Differentiation
in an Inclusive Setting in the Netherlands
3. The Implementation of Lesson
Study in Primary Education in the Netherlands
4. Lesson Study in Secondary
Education: students educational needs of sense making of mathematics and
teacher professional development
5. The contribution of Lesson Study to
teaching and assessing pupils with learning difficulties: recent UK
developments
6. Developing the methodology of Lesson Study to enhance the
Spiritual, Moral Social and Cultural Development of pupils with Moderate
Learning Difficulties in a UK Special School Setting
7. Supporting Lesson
Study in Special Education Schools in Singapore
8. Implementing Lesson Study
for Special Education Professionals: Potential Challenges and Solutions
9.
Lesson Study for the enhancement of the use of assistive technology in
teaching and learning
10. The use of Learning Study to enhance theoretically
based instruction for students with High Functioning Autism Spectrum Disorder
Sui Lin Goei is Professor at Windesheim University of Applied Sciences, and Assistant Professor at VU Amsterdam, The Netherlands.
Brahm Nowich is Professor of Educational Psychology and Special Educational Needs at the University of Exeter, United Kingdom.
Peter Dudley is an Associate Professor at the Faculty of Education at the University of Cambridge, United Kingdom.
