Literaturnachweis - Detailanzeige
| Autor/inn/en | Timmons, Vianne; Alur, Mithu |
|---|---|
| Titel | Transformational Learning: A Description of How Inclusionary Practice Was Accepted in India |
| Quelle | In: International Journal of Special Education, 19 (2004) 1, S.38-48 (11 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0827-3383 |
| Schlagwörter | Inclusive Schools; Transformative Learning; Educational Practices; Foreign Countries; Special Needs Students; Mainstreaming; Academic Accommodations (Disabilities); National Programs; Special Education; Educational Development; Educational Planning; Resource Centers; India |
| Abstract | In this article, a program to support inclusive education in India is presented. India is described as a country with many challenges and much historical strength. Developing inclusive educational practice in a country with one billion people, an attitude of charity towards people deemed less fortunate and extremely limited resources is a challenge. The key components of sustainable inclusive practice are: understanding the concept, ownership of the approach and a commitment to further the process through proper policy channels. A process of the transformation of an organization that provided segregated services to children with special needs and moved to an organization which promotes and supports inclusive practice is described. Transformation requires multiple approaches and this paper will focus on the journey the staff undertook to achieve their goal. (As Provided). |
| Anmerkungen | International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationaljournalofspecialeducation.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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