First Steps: Stories on inclusion in early childhood education.

Institution	UNESCO
Titel	First Steps: Stories on inclusion in early childhood education.
Quelle	Paris: UNESCO (1997), 124 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	grafische Darstellungen
Sprache	englisch
Dokumenttyp	online; gedruckt; Monographie
Schlagwörter	Bildung für alle; Vergleich; Chancengleichheit; Familie; Australien; Bildungspolitik; Chancengleichheit; Chile; Dänemark; Familie; Finanzierung; Frankreich; Griechenland; Indien; Laos; Libanon; Modell; Portugal; Vorschulerziehung; Welt; Guyana; Mauritius; Sonderpädagogik; Bildungspolitik; Projekt; Vergleich; Vorschulerziehung; Unterrichtsgestaltung; Unterrichtsinhalt; Inklusion; Projekt; Finanzierung; Sonderpädagogik; Sonderpädagogischer Förderbedarf; Fallbeispiel; Modell; Welt; Benachteiligtes Kind; Australien; Chile; Dänemark; Frankreich; Griechenland; Guyana; Indien; Laos; Libanon; Mauritius; Portugal; Südafrika (Staat)
Abstract	This early stage in life is not only crucial to a child's future development -it can also be a time for children to discover differences in a positive light, learning to live, to play and to learn together. These 'first steps' are extremely important in facilitating inclusion throughout schooling. UNESCO invited practitioners to share their experiences in the area of inclusive early childhood education. The series of case studies presented here are included because they 1) recognize the value of early detection and intervention, 2) integrate children with special needs in regular care and education, and 3) have an early childhood component. While some describe the content and application of inclusive early childhood programmes, others focus more on legislation, political context and the history of the effort, with less information on field application. ... Quality early childhood intervention requires that many agencies work together to develop joint activities focussed on the development of collaborative service models. A logical extension to this requirement for services for young children with disabilities would be the design of collaborative service models to encompass the early care and education needs of all young children. As demonstrated in this project, the challenge is to identify the various agencies, professionals and payment sources currently involved in the provision of such services. The project's goal was to develop a seamless system of service delivery which responds flexibly to a family and child's needs, as opposed to delivering an inflexible programme with artificially imposed limitations which reflect attitudinal, agency and funding constraints. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2011/1