The SAGE Handbook of Special Education brings together the most up to date knowledge of this area and will serve as the major source book of authoritative information and ideas about current and future directions for special education. It aims to examine the intricate relations between theory, research, and practice, and places a particular emphasis on international policies such as Education for All, and inclusive education as a strategy for achieving it. This comprehensive, research-based work, assembles scholarship on an international level, and covers topics that transcend national boundaries.
Chapter 21: Constructivist Views of Learning: Implications for Inclusive Education
Constructivist Views of Learning: Implications for Inclusive Education
This chapter explores the strengths and limitations of educational approaches emerging from two major streams of constructivism – cognitive and social constructivism. Although both acknowledge the significance of physical and social interactions to development and agree that learning is a meaning-making process, they differ in the attention given to the impact of contexts to these processes (Brooks & Brooks, 1994; Fosnot, 1996; Perkins, 1999; Poplin, 1988; von Glaserfeld, 1995, 1998). Educators whose practice reflects cognitive constructivism attend to experiences that support the sequential development of the internal ‘schema’ they believe to be essential for psychological development of an individual, while social constructivists focus on the impact of the meaning given to ...