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Author: A. Liasidou
Publisher: Springer
ISBN: 1137333707
Category : Education
Languages : en
Pages : 257
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Book Description
Exploring the theoretical, policy and classroom (pedagogical) dimensions of transformative change within the context of inclusive education policy and practice, this book documents how ideological presuppositions and professional practice should be transformed in order to meet learner diversity in effective and non-discriminatory ways.
Author: A. Liasidou
Publisher: Springer
ISBN: 1137333707
Category : Education
Languages : en
Pages : 257
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Book Description
Exploring the theoretical, policy and classroom (pedagogical) dimensions of transformative change within the context of inclusive education policy and practice, this book documents how ideological presuppositions and professional practice should be transformed in order to meet learner diversity in effective and non-discriminatory ways.
Author: Len Barton
Publisher: Springer Science & Business Media
ISBN: 1402051190
Category : Education
Languages : en
Pages : 212
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Book Description
This book represents an original and innovative series of insights, ideas and questions concerning inclusive education and cross-cultural understandings. Drawing on historical and cultural material, policy developments, legislation and research findings, the book provides a critical exploration of key factors including inclusive education, human rights, change, diversity and special educational needs. The contributors focus closely on how these factors are defined and experienced within particular societies.
Author: A. Liasidou
Publisher: Springer
ISBN: 1137333707
Category : Education
Languages : en
Pages : 199
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Book Description
Exploring the theoretical, policy and classroom (pedagogical) dimensions of transformative change within the context of inclusive education policy and practice, this book documents how ideological presuppositions and professional practice should be transformed in order to meet learner diversity in effective and non-discriminatory ways.
Author: Alvyra Galkiene
Publisher: Springer Nature
ISBN: 3030806588
Category : Education
Languages : en
Pages : 334
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Book Description
This open access international scientific study provides an analysis of how the educational strategy of Universal Design for Learning can stimulate the process of inclusive education in different educational-cultural contexts and different areas of the educational system. The findings of the research deepen the conception of inclusive education and present an analysis of factors that are significant for developing the educational system as well as providing evidence-based recommendations for educational practice. The research for this work was done in four European countries with various historical-cultural contexts: Lithuania and Poland underwent a transformation of the educational systems at the turning point in their political system, shifting from a strictly centralized Soviet policy to a liberal and democratic education system; Austria has experienced changes in social stratification and a need for cultural harmonisation arising from active national migration processes, whereas Finland has been gradually developing a socio-democratic model of national welfare. The analysis of the educational processes in the four countries has been performed using a qualitative action research method. The researchers, in cooperation with the teachers from the selected schools in their country, have implemented the strategy of Universal Design for Learning and assessed its transformation indicators in terms of the quality of inclusive education components.
Author: Lani Florian
Publisher: Springer
ISBN: 331954389X
Category : Education
Languages : en
Pages : 237
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Book Description
The book takes as its premise the argument that diverse learner groups are a fact of demographic change that should be considered foundational in the preparation of teachers rather than be problematized as a challenge. It promotes the idea of teacher education for inclusive education based on a consideration of what it means to educate all children together. Divided into four parts, the book considers key issues for teacher education, teacher agency, teacher education for diversity, and a research agenda for the future. In today’s world, the demographic profile of students in schools is more complex than ever before, and the increasing cultural, linguistic and developmental diversity of today’s classrooms, along with the pressure to achieve high academic standards for everybody has significant implications for how classroom teachers should be prepared to meet these demands. This book advances a new understanding of inclusive education that addresses the limitations inherent in current approaches that problematize differences between learner groups by promoting a view of difference as an aspect of human individuality. It considers the implications of the research evidence underpinning teacher education for diversity and makes suggestions for future research in the field.
Author: Amanda Watkins
Publisher: Emerald Group Publishing
ISBN: 1786353873
Category : Education
Languages : en
Pages : 311
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Book Description
The volume will provide an examination of issues around how policy for inclusive education can be implemented in practice. Key policy issues for inclusive education are looked at along with recommendations to tackle these. Conclusions will focus on lessons learnt surrounding the implementation of policy and bridging the policy-practice gap.
Author:
Publisher: BRILL
ISBN: 9004431179
Category : Education
Languages : en
Pages : 274
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Book Description
This edited book considers the main issues and controversies within the current educational context of inclusive education, from an international perspective. Authorities in the field such as Norwich, Kauffman, and Boyle, amongst many other international scholars, provide an enticing insight into many of the issues and controversies around inclusive education, and whether it is achievable or not. We have reached a point in time where inclusive education has been the prevailing doctrine for universal education policies. However, there are still many challenges facing those working within the inclusive education space, with some countries actually becoming less inclusive. International and national legislation has continued to move towards inclusive education, yet there seems to be many gaps between the philosophy and the principles of inclusive education and systemic practice. The book aims to address the current debates surrounding the implementation of inclusive education, and also offers insights into the inconsistencies between policies and practices in inclusive environments. Moreover, it analyzes contemporary research evidence on the effectiveness of inclusion and identify directions for future research. Contributors are: Kelly-Ann Allen, Dimitris Anastasiou, Joanna Anderson, Adrian Ashman, Jeanmarie Badar, Christopher Boyle, Jonathan M. Campbell, Heather Craig, Leire Darretxe, Julian Elliott, Zuriñe Gaintza, Betty A. Hallenbeck, Divya Jindal-Snape, Marguerite Jones, James M. Kauffman, George Koutsouris, Fraser Lauchlan, Gerry Mac Ruairc, Sofia Mavropoulou, Daniel Mays, Brahm Norwich, Angela Page, Kirsten S. Railey, and Federico R. Waitoller.
Author: William C. Stainback
Publisher:
ISBN: 9780205182664
Category : Special education
Languages : en
Pages : 0
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Book Description
The book draws together, in one source, divergent perspectives on critical issues or questions confronting the field of special education. Each issue is addressed in a pro/con format. Each contributing author was requested to outline his/her position on a particular issue and to provide the strongest supporting arguments and evidence available.
Author: UNESCO
Publisher: UNESCO Publishing
ISBN: 9231002228
Category :
Languages : en
Pages : 45
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Book Description
Author: David Mitchell
Publisher: Routledge
ISBN: 1136253440
Category : Education
Languages : en
Pages : 368
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Book Description
As teachers around the world deal with the challenges of inclusive education, they must find effective ways of enhancing their classroom teaching methods. What Really Works in Special and Inclusive Education presents teachers with a range of evidence-based strategies they can immediately put into practice in their classrooms. This unique book will be an invaluable resource for educators who may not have the time or the inclination to engage with theory-heavy research, but who wish to ensure that their teaching strategies are up-to-the-minute and proven to be the most effective best practices. Each of the 27 strategies that this book comprises has a substantial research base, a strong theoretical rationale and clear guidelines on their implementation, as well as cautionary advice where necessary. In this new second edition, David Mitchell, a leading writer in special and inclusive education, continues to break new ground with revised and updated strategies based on evidence from the most recent studies in the field. From the myriad of related research available, only those studies with genuine potential for improving the practices of teachers and schools have been included, with the aim of facilitating high-quality learning and social outcomes for all learners in schools. Updates to this new edition include: four new chapters, on response to intervention, universal design for learning, inter-agency cooperation and one on the Finnish education system over 350 new references an even wider international focus, including evidence drawn from Asia references to recent developments in neuroscience a new companion website, with extra case studies, links to further reading, journal articles and videos, and an interactive quiz, at www.routledge.com/cw/mitchell This book will be essential reading for anyone with a vocational or academic interest in evidence-based special educational needs teaching strategies, whether a student in initial teacher education or a qualified classroom teacher, teacher educator, educational psychologist, special needs coordinator, parent, consultant or researcher. David Mitchell is an Adjunct Professor in the College of Education, University of Canterbury, Christchurch, New Zealand, and a consultant in inclusive education. ‘This is the book I wish I had written, synthesizing an enormous literature focused on special needs students. It is robust, it is readable, and it is your right-hand resource. A stunner of a book.’ –Professor John Hattie, University of Melbourne, author of Visible Learning
