CONSTRUCTIVISM AND BEHAVIORISM METHODOLOGIES ON SPECIAL NEEDS EDUCATION

Indrit Lenjani

Abstract


The constructivist and behaviorist approaches for educating children with special needs induced plenty of controversy. Many authors suggest that an amalgamation of both methods would conduct to an improved educational process. This research contains a brief debate of approaching pupils with special needs, a summary of key constructivist and behaviorist ideologies and their influence on scholars with special needs and a list of suggestions that could find applicability on classroom.

 

Article visualizations:

Hit counter


Keywords


children with special needs, behaviourism, constructivism, special needs education

References


Brooks, J. G., & Brooks, M. G. (1999). In search of understanding: The case for constructivist classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.

Duhaney, D. C., & Duhaney, L. M. G. (2000). Assistive technology: Meeting the needs of learners with disabilities. International Journal of Instructional Media, 27, 393-401.

Ellis, E. S. (1997). Watering up the curriculum for adolescents with learning disabilities: Goals of the knowledge dimension. Remedial and Special Education, 18, 326-346.

Grobecker, B. (1999). Mathematics reform and learning disabilities. Learning Disability Quarterly, 22, 43-58.

Harris, K. R., & Graham, S. (1996). Constructivism and students with special needs: Issues in the classroom. Research and Practice, 11, 134-137.

Lerner, J. (2003). Learning disabilities: Theories, diagnosis, and teaching practices. Boston: Houghton Mifflin Company.

Mercer, C. D. (1997). Students with learning disabilities. Upper Saddle River, NJ: Merrill/Prentice Hall.

Mercer, C. D., Jordan, L., & Miller, S. P. (1996). Constructivist math instruction for diverse learners. Learning Disabilities Research and Practice, 11, 147-156.

Olson, J. L., & Platt, J. M. (2000). Teaching children and adolescents with special needs (3 rd ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.

Jacqueline and Martin Brooks, The Case for Constructivist Classrooms, Teachers

D.C. Phillips & Jonas F. Soltis, Perspectives on Learning, Chapter 3. Teachers College Press.




DOI: http://dx.doi.org/10.46827/ejse.v0i0.13

Copyright © 2015 - 2023. European Journal of Special Education Research (ISSN 2501 - 2428) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.

All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).