Theories-Based Inclusive Education Practice

Autor/inn/en	Al-Shammari, Zaid; Faulkner, Paula E.; Forlin, Chris
Titel	Theories-Based Inclusive Education Practice
Quelle	In: Education Quarterly Reviews, 2 (2019) 2, S.408-414 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2657-215X
Schlagwörter	Inclusion; Educational Practices; Theory Practice Relationship; Behaviorism; Cognitive Processes; Constructivism (Learning); Special Education; Special Needs Students; Learning Theories + Suchen Sie Ihr Suchwort? Inklusion; Bildungspraxis; Theorie-Praxis-Beziehung; Behaviourism; Behaviorismus; Cognitive process; Kognitiver Prozess; Special needs education; Sonderpädagogik; Sonderschulwesen; Sonderpädagogischer Förderbedarf; Learning theory; Lerntheorie
Abstract	This review paper examines the theories of behaviourism, cognitivism, and constructivism that are considered to underpin the theory and practice of inclusive education. We argue that education practices related to the inclusion of students with special educational needs can be derived from each of the three theoretical perspectives. By adopting an eclectic approach to the use of theory-driven inclusive education, we suggest that inclusive education practices best serve the needs of all students, including those with special needs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01