Promoting Inclusive Science Education Practices using Cogenerative Dialogues (공동생성적 대화를 활용한 통합 과학교육 실천의 증진)

Martin, Sonya Nichole (Sonya Nichole Martin); Im, Sungmin (임성민)

Promoting Inclusive Science Education Practices using Cogenerative Dialogues

Journal of Special Education: Theory and Practice
Abbr : JSPED
2013, 14(4), pp.233-268
Publisher : Research Institute of the Korea Special Education
Research Area : Social Science > Education

Martin, Sonya Nichole ¹, Im, Sungmin ²

¹서울대학교
²대구대학교

Accredited

ABSTRACT

Promoting self-determination has become an increasingly important goal for programs serving students with Special Education Needs (SEN). Research examining self-determination in relation to transition education has emerged as an important topic in the field of Special Education. While studies have shown self-determination training provides considerable benefits related to post-secondary outcomes, students continue to be excluded from participating in a decision-making capacity during planning sessions for Individualized Education Programs (IEP) or Individualized Transition Programs (ITP). In this paper, we draw from a body of research in the field of science education to argue for “cogenerative dialogue” as a beneficial instructional strategy special educators and content area teachers could use to expand self- determination practices of SEN students. We provide examples of how this structured discourse method has been implemented by teachers and researchers to engage students in participatory dialogue about how to improve science teaching and learning. We conclude by raising questions about the efficacy of utilizing this method in different cultural contexts and we offer directions for future research on using cogenerative dialogue to expand self-determination practices of SEN students in Korea.

KEYWORDS

self-determination, transition education, cogenerative dialogue, inclusive science education

Citation status

* References for papers published after 2023 are currently being built.

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