Inquiring into the conception of special education through narrative inquiry

Tak Lan Rosa CHIU-CHING

Research output: Contribution to conferencePapers

Abstract

In this paper, as three special education teachers of varied experiential background, we inquire into our conception of special education and its shaping through narrative inquiry (Connelly & Clandinin, 1988; Clandinin & Connelly, 2000). We adopt Clandinin and Connelly’s (2000) view that “narrative inquiry is a way of understanding experience” (p. 20). As all of us have acquired much teaching experience in special education, we aim at exploring into our conception of special education and its formulation from a narrative and experiential approach. It is anticipated that our inquiry will inform the field of special education in terms of the conception of special education, the implementation of special education and teacher education in special education.
Original languageEnglish
Publication statusPublished - Apr 2006

Citation

Chiu-Ching, R. T. (2006, April). Inquiring into the conception of special education through narrative inquiry. Paper presented at the Annual Meeting of American Educational Research Association: Education Research in the Public Interest, San Francisco, CA.

Keywords

  • Technical and Special Education
  • Development of Disciplinary Knowledge (e.g. Sociology, Psychology)

Fingerprint Dive into the research topics of 'Inquiring into the conception of special education through narrative inquiry'. Together they form a unique fingerprint.