Special Educational Needs and Inclusive Practices : An International Perspective /
Special Educational Needs and Inclusive Practices : An International Perspective /
Fabio Dovigo.
- 1 online resource.
- Studies in Inclusive Education; v. 33 Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001 .
- Studies in Inclusive Education 33. Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001. .
Includes bibliographical references and index.
Preliminary Material / Promoting Educational Development Led by Inclusive Values in England: / U.S. Inclusion in the Era of Neoliberal Educational Reforms / Linking Theory to Practice in Inclusive Education / Inclusive Education and Exclusionary Practices in Norwegian Schools / The “Index for Inclusion” / A Critical Review of Ideology, Policy and Circumstances in the Swedish Context Related to Inclusive Education Organisational Climate and Students’ Wellbeing / Educational Inclusion and Organization / Creative Art-Based Projects in Inclusive Education / Building Evaluation Capacity in Science Education to Spread Sustainable and Inclusive Education / The Role of Counselling in Child Care Services as an Inclusive Practice / Workplace Inclusion for Workers with Disabilities / About the Authors / Fabio Dovigo -- Tony Booth -- Beth A. Ferri and Christy Ashby -- Fabio Dovigo -- Kari Nes -- Barbara Brokamp -- Mara Westling Allodi -- Pasquale Andreozzi and Anna Pietrocarlo -- Clara Diletta Favella -- Fabio Dovigo and Vincenza Rocco -- Fabio Dovigo and Francesca Gasparini -- Emanuela Zappella -- Fabio Dovigo.
Available to subscribing member institutions only.
Today, school is becoming a rapidly changing learning environment. Thinking about students as a homogeneous population is no longer allowed, as diversity—in terms of culture, language, gender, family organisation, learning styles and so on—has emerged as a key challenge for education today. The debate on Special Educational Needs largely reflects this challenge, as working in school implies careful reconsideration of what we mean by “normal” and “special”. Current educational intervention is generally based on a deficit and “within-child” model of facing SEN, whereas very little attention is given to the role of learning environments. The focus is on the child more than on the whole class, and on cognition and technical provisions more than on affective, sociocultural and community dimensions of learning. Conversely, regarding students and their needs as “hidden voices” allows us to adopt a transformative approach which sees diversity as a stimulus for the development of educational practices that might benefit all children and help school to become an inclusive and “moving” organisation. The aim of the book is twofold: on the one hand, it offers a systematic overview of the inclusive education state-of-the-art in six countries (Germany, Italy, Norway, Sweden, UK, and USA) based on the contributions by well-known scholars such as Christy Ashby, Barbara Brokamp, Fabio Dovigo, Kari Nes, Mara Westling Allodi, Tony Booth, and Beth Ferri; on the other hand, the book analyses five cases of good practices of inclusion related to different subjects and school levels.
9789463008570
10.1007/978-94-6300-857-0 DOI
Inclusive education.
Educational equalization.
LC1200
371.9/046
Includes bibliographical references and index.
Preliminary Material / Promoting Educational Development Led by Inclusive Values in England: / U.S. Inclusion in the Era of Neoliberal Educational Reforms / Linking Theory to Practice in Inclusive Education / Inclusive Education and Exclusionary Practices in Norwegian Schools / The “Index for Inclusion” / A Critical Review of Ideology, Policy and Circumstances in the Swedish Context Related to Inclusive Education Organisational Climate and Students’ Wellbeing / Educational Inclusion and Organization / Creative Art-Based Projects in Inclusive Education / Building Evaluation Capacity in Science Education to Spread Sustainable and Inclusive Education / The Role of Counselling in Child Care Services as an Inclusive Practice / Workplace Inclusion for Workers with Disabilities / About the Authors / Fabio Dovigo -- Tony Booth -- Beth A. Ferri and Christy Ashby -- Fabio Dovigo -- Kari Nes -- Barbara Brokamp -- Mara Westling Allodi -- Pasquale Andreozzi and Anna Pietrocarlo -- Clara Diletta Favella -- Fabio Dovigo and Vincenza Rocco -- Fabio Dovigo and Francesca Gasparini -- Emanuela Zappella -- Fabio Dovigo.
Available to subscribing member institutions only.
Today, school is becoming a rapidly changing learning environment. Thinking about students as a homogeneous population is no longer allowed, as diversity—in terms of culture, language, gender, family organisation, learning styles and so on—has emerged as a key challenge for education today. The debate on Special Educational Needs largely reflects this challenge, as working in school implies careful reconsideration of what we mean by “normal” and “special”. Current educational intervention is generally based on a deficit and “within-child” model of facing SEN, whereas very little attention is given to the role of learning environments. The focus is on the child more than on the whole class, and on cognition and technical provisions more than on affective, sociocultural and community dimensions of learning. Conversely, regarding students and their needs as “hidden voices” allows us to adopt a transformative approach which sees diversity as a stimulus for the development of educational practices that might benefit all children and help school to become an inclusive and “moving” organisation. The aim of the book is twofold: on the one hand, it offers a systematic overview of the inclusive education state-of-the-art in six countries (Germany, Italy, Norway, Sweden, UK, and USA) based on the contributions by well-known scholars such as Christy Ashby, Barbara Brokamp, Fabio Dovigo, Kari Nes, Mara Westling Allodi, Tony Booth, and Beth Ferri; on the other hand, the book analyses five cases of good practices of inclusion related to different subjects and school levels.
9789463008570
10.1007/978-94-6300-857-0 DOI
Inclusive education.
Educational equalization.
LC1200
371.9/046