Literaturnachweis - Detailanzeige
Autor/inn/en | Zigmond, Naomi; Baker, Janice M. |
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Titel | Concluding Comments: Current and Future Practices in Inclusive Schooling. |
Quelle | In: Journal of Special Education, 29 (1995) 2, S.245-50Infoseite zur Zeitschrift |
Beigaben | Tabellen |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0022-4669 |
Schlagwörter | Stellungnahme; Educational Practices; Educational Trends; Elementary Education; Inclusive Schools; Learning Disabilities; Regular and Special Education Relationship; Special Education Teachers; Teacher Education; Teacher Role; Teaching Models Bildungspraxis; Bildungsentwicklung; Elementarunterricht; Inclusive school; Integrative Schule; Learning handicap; Lernbehinderung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrerausbildung; Lehrerbildung; Lehrerrolle; Lehrmodell |
Abstract | This response to five case studies and reactions to them finds agreement that special education in inclusive programs is, by design, no longer "special." It urges: (1) adding resources to strengthen the continuum of services; (2) special educators to join general educators to re-create schools; (3) instructional focus on individual needs; and (4) continued unique preparation of special educators. (DB) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2004/1/01 |