This article focuses on teachers' pedagogical decision-making and influences on this decision-making when teaching students with severe intellectual disabilities. The research reported and discussed forms part of an international collaborative research project in the south west of England and Florida, US. The study is set within the broader socio-political context of inclusion, contributing a pedagogical dimension to other aspects of inclusion, such as placement, curriculum and accountability. Houssaye's (2000) pedagogical interaction model is examined and adapted to situate and analyse teachers’ pedagogical decision-making, and influences on this, when teaching students with severe intellectual disabilities. The study shows a prominence and privileging of pedagogical decisions and influences around teacher-student pedagogical interactions over curriculum-teacher or curriculum-student pedagogical interactions. The implications of this emphasis are considered in the historical context of teaching and learning models and approaches for this group of learners.

中文翻译：

---

重度智障学生教学中教师的教学决策及其影响

本文重点研究教师在教重度智障学生时的教学决策及其对这一决策的影响。该研究报告和讨论构成了在英格兰西南部和美国佛罗里达州进行的国际合作研究项目的一部分。该研究是在更广泛的包容性社会政治背景下进行的，为包容性的其他方面（如安置、课程和问责制）提供了教学层面。Houssaye (2000) 的教学互动模型经过检查和调整，用于定位和分析教师的教学决策，以及在教授严重智力障碍学生时对此的影响。该研究显示了围绕师生教学互动对课程-教师或课程-学生教学互动的教学决策和影响的突出和特权。这种强调的含义是在针对这一类学习者的教学模式和方法的历史背景下考虑的。