The similarities between the concepts of inclusion and multiliteracies — as understood by the New London Group — will be explored. The thesis that underlies this paper is that both approaches do possess a common ground, and the theoretical framework of multiliteracies and multiliteracy practices can play an essential role in inclusive approaches within the classroom. There is no aim here to put theory into practice: It is rather the comparison and merger of both concepts to find support for each another.
As a teacher engaged in the training of special education needs, I find it relevant to understand the connection of the concepts of multiliteracies and inclusive education to derive a basic but fundamental comprehension of benefits of multiliteracy practices in my work with students. My personal and professional understanding of inclusion does not exclude students without diagnosed special educational needs from my focus; on the contrary, it vigorously includes all students. Chapter Two concentrates on inclusive education by giving a brief definition of the term “inclusion” and what the central and essential ideas of inclusive education are. Chapter Three focuses on the concept of multiliteracies, its definition by the New London Group, and its implications for a new pedagogy shaped by theories of multiliteracies. Chapter Four brings together the findings concerning multiliteracy pedagogies and inclusive education to discusses the central question of whether the theory of multiliteracies does display any relevance for inclusive education, where these principles and mind-sets meet, and where the theoretical and practical implications of a theory of multiliteracies can be useful in an inclusive educational setting. The conclusion that follows sums up the results and reflects these, and displays possible consequences for further research.
As both concepts bear a complex and non-distinct definition, and given the limitations of this paper, only aspect and core elements of multiliteracies and inclusive education are provided.
Inhaltsverzeichnis (Table of Contents)
- Introduction
- Inclusion
- Inclusion and Integration
- Inclusive Education
- Multiliteracies
- A Pedagogy of Multiliteracies
- Designing Social Futures
- Multiliteracies and its Relevance for Inclusive Education
- Conclusion
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This paper explores the relationship between inclusive education and multiliteracies, arguing that both approaches share common ground and that the theoretical framework of multiliteracies can be a valuable tool in inclusive classrooms. The paper does not aim to provide practical implementation guidelines but rather focuses on comparing and merging the two concepts to demonstrate their mutual support.
- The concept of inclusion and its differences from integration
- The theoretical foundation of multiliteracies as defined by the New London Group
- The potential applications of multiliteracy practices in inclusive educational settings
- The importance of recognizing diversity and individuality in all students
- The role of education in promoting social equity and access to opportunities
Zusammenfassung der Kapitel (Chapter Summaries)
- Introduction: The paper introduces the concepts of inclusion and multiliteracies, highlighting the importance of addressing student diversity in today's classrooms. It proposes that these two approaches have a shared basis and that multiliteracy practices can contribute to inclusive education.
- Inclusion: This chapter defines the term "inclusion" and contrasts it with integration, emphasizing the focus on embracing diversity and individual needs within a shared educational environment. It discusses various definitions and perspectives on inclusion, highlighting the significance of recognizing and responding to the diverse needs of all students.
- Multiliteracies: This chapter focuses on the concept of multiliteracies, its definition by the New London Group, and its implications for a new pedagogy shaped by theories of multiliteracies. It examines the potential of multiliteracy practices to create a more inclusive and equitable learning environment.
- Multiliteracies and its Relevance for Inclusive Education: This chapter examines the potential connections between multiliteracy pedagogies and inclusive education, exploring the relevance of multiliteracy principles and practices in an inclusive educational setting. It explores where the two approaches meet and how they can be mutually beneficial.
Schlüsselwörter (Keywords)
Key terms and concepts explored in this paper include: inclusive education, integration, multiliteracies, diversity, individual needs, pedagogy, social equity, access to opportunities, and the New London Group. The paper delves into the theoretical frameworks of both inclusive education and multiliteracies, examining their shared principles and exploring how multiliteracy practices can be employed to promote inclusion in educational settings.
- Quote paper
- Anonymous,, 2015, The Concept of Multiliteracies and its Relevance for Inclusive Education, Munich, GRIN Verlag, https://www.grin.com/document/418612
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