Literaturnachweis - Detailanzeige
| Autor/inn/en | Bergsson, Marita; u.a. |
|---|---|
| Titel | An emerging European model for educational inclusion of troubled children. |
| Quelle | In: International education, 32 (2003) 2, S. 5-26Infoseite zur Zeitschrift |
| Beigaben | Literaturangaben 36 |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0160-5429 |
| Schlagwörter | Schüler; Verhaltensauffälligkeit; Bildungsprogramm; Therapie; Internationale Zusammenarbeit; Training; Integration; Deutschland; Europa; Italien; Norwegen; Russland; Sibirien |
| Abstract | The authors first characterize "troubled children" who are called "difficult" or "unmanagable" and the like - "these are children who are disconnected in many ways from the mainstream of healthy childhood experience." Then it is discussed why, nevertheless, an inclusive education of those children has its benefits. The next part of the article is devoted to a description of an approach developed in the USA and applied in Germany (Essen), the "Developmental Therapy - Developmental Teaching Programs" (DT-DT). It is based on four interculturally acceptable beliefs: focus on strengths; follow developmental guidelines; provide pleasure and success; make learning experiences relevant. The reminder of the article analyses the formation of a European collaboration which was formed in Oct. 2000 as the "Society and Institute for Developmental Therapy- Developmental Teaching" (ETEP Europe). Model programs in Russia, Norway and Italy are described. [Further information see: http://www. etep.org and http://www.uga.edu/dttp] (DIPF/Bi.) |
| Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
| Update | 2004_(CD) |
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