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.
|Publication status||Published - Apr 2006|
CitationChiu-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.
- Technical and Special Education
- Development of Disciplinary Knowledge (e.g. Sociology, Psychology)