Literaturnachweis - Detailanzeige
| Autor/inn/en | Ainscow, Mel; Dyson, Alan; Weiner, Saira |
|---|---|
| Institution | CfBT Education Trust (United Kingdom) |
| Titel | From Exclusion to Inclusion: Ways of Responding in Schools to Students with Special Educational Needs |
| Quelle | (2013), (32 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 978-1-9094-3725-8 |
| Schlagwörter | Special Needs Students; Inclusion; Educational Practices; Educational Development; Leadership; Special Education; Cooperative Learning; School Culture; Teacher Aides; Outcomes of Education; Literature Reviews; Foreign Countries; United Kingdom |
| Abstract | The idea that schools can impact positively on student outcomes is a crucial driver in the rise of interest in school improvement research and practice. This review focuses on "from exclusion to inclusion." With a specific focus on children with special educational needs (SEN), this review addresses the forms of classroom practice that can help all children to participate. The review particularly focuses on elements of inclusive education and the implications for schools and school leaders. This paper reviews the international literature on the development of effective ways of including children and young people with special educational needs in schools. It addresses three overall questions: (1) What forms of classroom practice can help all children to participate and learn?; (2) How can such practices be developed?; and (3) What does this mean for school organisation and leadership? The analysis of the literature suggests six key ideas: (1) Schools need to understand clearly what is meant by inclusive education; (2) Inclusive classroom practices involve overcoming barriers to student participation and learning; (3) Engaging with various kinds of evidence can encourage teachers to develop more inclusive practices; (4) Additional support for individual students should be carefully planned; those involved require appropriate training; (5) Inclusive schools can take many forms, but they all have an organisational culture that views student diversity positively; and (6) Leaders have a central role in working with their colleagues to foster an inclusive culture within their schools. (A list of references and further reading is included.) (ERIC). |
| Anmerkungen | CfBT Education Trust. 60 Queens Road, Reading, RG1 4BS, England. Tel: +44-11-8902-1296; Fax: +44-11-8902-1895; e-mail: researchenquiries@cfbt.com; Web site: http://www.cfbt.com/research |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
