Abstract
This chapter follows on from the narrative of the origins of the Students with Additional Needs (SWANs) research project that was conducted over more than 10 years. It emphasises the context in which the idea for the SWANs study emerged and the importance of critical incidents in stimulating research and development. The chapter outlines the unifying methodological approaches taken by all authors in attempting to combine criterion referencing, Rasch modelling, and Vygotsky’s developmental learning theories including an empirical method of identifying the location of the zone of proximal development.
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Notes
- 1.
Access to the SWANs program and materials can be obtained via the Assessment Research Centre at the Melbourne Graduate School of Education.
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Griffin, P. (2020). Profiling Developmental Learning for Students with Additional Needs (SWANs). In: Griffin, P., Woods, K. (eds) Understanding Students with Additional Needs as Learners. Springer, Cham. https://doi.org/10.1007/978-3-030-56596-1_1
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