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Special edutional needs and inclusiv...

Dovigo, Fabio.

Special edutional needs and inclusive practicesan international perspective /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Special edutional needs and inclusive practicesedited by Fabio Dovigo.
其他題名:	an international perspective /
其他作者:	Dovigo, Fabio.
出版者:	Rotterdam :SensePublishers :2017.
面頁冊數:	xiv, 244 p. :ill., digital ;24 cm.
Contained By:	Springer eBooks
標題:	Inclusive education.
電子資源:	http://dx.doi.org/10.1007/978-94-6300-857-0
ISBN:	9789463008570$q(electronic bk.)

Special edutional needs and inclusive practicesan international perspective /
Special edutional needs and inclusive practicesan international perspective /[electronic resource] :edited by Fabio Dovigo. - Rotterdam :SensePublishers :2017. - xiv, 244 p. :ill., digital ;24 cm. - Studies in inclusive education ;v.33. - Studies in inclusive education ;v.10..

Introduction -- Part 1: The State of the Art of Inclusive Education in Six Countries -- Promoting Educational Development Led by Inclusive Values in England: Experiences with the Index for Inclusion -- U.S. Inclusion in the Era of Neoliberal Educational Reforms -- Linking Theory to Practice in Inclusive Education -- Inclusive Education and Exclusionary Practices in Norwegian Schools -- The "Index for Inclusion": Examples from Germany -- A Critical Review of Ideology, Policy and Circumstances in the Swedish Context Related to Inclusive Education Organisational Climate and Students' Wellbeing -- Part 2: Analysing Good Practices on Inclusive Education -- Educational Inclusion and Organization -- Creative Art-Based Projects in Inclusive Education: Promoting Intercultural Education through Art -- Building Evaluation Capacity in Science Education to Spread Sustainable and Inclusive Education -- The Role of Counselling in Child Care Services as an Inclusive Practice -- Workplace Inclusion for Workers with Disabilities: An Italian Experience -- About the Authors.

"Today, school is becoming a rapidly changing learning environment. Thinking about students as a homogeneous population is no longer allowed, as diversity - in terms of culture, language, gender, family organisation, learning styles and so on - has emerged as a key challenge for education today. The debate on Special Educational Needs largely reflects this challenge, as working in school implies careful reconsideration of what we mean by "normal" and "special". Current educational intervention is generally based on a deficit and "within-child" model of facing SEN, whereas very little attention is given to the role of learning environments. The focus is on the child more than on the whole class, and on cognition and technical provisions more than on affective, sociocultural and community dimensions of learning. Conversely, regarding students and their needs as "hidden voices" allows us to adopt a transformative approach which sees diversity as a stimulus for the development of educational practices that might benefit all children and help school to become an inclusive and "moving" organisation. The aim of the book is twofold: on the one hand, it offers a systematic overview of the inclusive education state-of-the-art in six countries (Germany, Italy, Norway, Sweden, UK, and USA) based on the contributions by well-known scholars such as Christy Ashby, Barbara Brokamp, Fabio Dovigo, Kari Nes, Mara Westling Allodi, Tony Booth, and Beth Ferri; on the other hand, the book analyses five cases of good practices of inclusion related to different subjects and school levels."

ISBN: 9789463008570$q(electronic bk.)

Standard No.: 10.1007/978-94-6300-857-0doiSubjects--Topical Terms:

295631
Inclusive education.

LC Class. No.: LC1200 / .S683 2017

Dewey Class. No.: 371.9046

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520 $a "Today, school is becoming a rapidly changing learning environment. Thinking about students as a homogeneous population is no longer allowed, as diversity - in terms of culture, language, gender, family organisation, learning styles and so on - has emerged as a key challenge for education today. The debate on Special Educational Needs largely reflects this challenge, as working in school implies careful reconsideration of what we mean by "normal" and "special". Current educational intervention is generally based on a deficit and "within-child" model of facing SEN, whereas very little attention is given to the role of learning environments. The focus is on the child more than on the whole class, and on cognition and technical provisions more than on affective, sociocultural and community dimensions of learning. Conversely, regarding students and their needs as "hidden voices" allows us to adopt a transformative approach which sees diversity as a stimulus for the development of educational practices that might benefit all children and help school to become an inclusive and "moving" organisation. The aim of the book is twofold: on the one hand, it offers a systematic overview of the inclusive education state-of-the-art in six countries (Germany, Italy, Norway, Sweden, UK, and USA) based on the contributions by well-known scholars such as Christy Ashby, Barbara Brokamp, Fabio Dovigo, Kari Nes, Mara Westling Allodi, Tony Booth, and Beth Ferri; on the other hand, the book analyses five cases of good practices of inclusion related to different subjects and school levels."
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