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Publication Detail
Effects and utility in applying the flipped learning concept to teaching and learning using technology-enhanced learning for inclusive special education
Abstract
The UK case study report focused on using the flipped learning approach for special education needs students within inclusive classrooms. The report focuses on the effects and utility of technology-enhanced learning as an intervention to support typical and atypical developing children’s learning is becoming well researched. However, whilst the effects of technology-enhanced learning utilized by classroom teachers’ as part of their repertoire for pedagogic design for typically developing children is increasing, the utility and effects within inclusive classrooms to support atypical developing children is underexplored.
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IOE - Culture, Communication & Media
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