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Inclusive Education Twenty Years after Salamanca
©2015 Monographs -
Reflection of Inclusive Education of the 21 st Century in the Correlative Scientific Fields
How to Turn Risks into Chances©2014 Conference proceedings -
Becoming a Great Inclusive Educator
©2014 Textbook -
Key Components of Inclusive Education
Monographs -
Quality of Life in Cross-Modal Perspectives of Inclusive Education
©2022 Monographs -
Whatever Happened to Inclusion?
The Place of Students with Intellectual Disabilities in Education©2010 Textbook -
Challenges and Reforms in Vocational Education
Aspects of Inclusion and Exclusion©2012 Conference proceedings -
Transition for Pupils with Special Educational Needs
Implications for Inclusion Policy and Practice©2019 Monographs -
Adult Education and Globalisation: Past and Present
The Proceedings of the 9 th International Conference on the History of Adult Education©2004 Conference proceedings -
Inclusion and Teacher Education
Historically, inclusive education developed as a reaction to the exclusion of students of minoritized identity groups marked by race, language, sexual orientation, disability, etc. Our position in this series is that inclusion can and should be more. It can be understood as embracing and planning for difference, building relationships across difference, teaching and learning that acknowledges and supports difference while also minimizing the use of identity categories as the foundation for arguments about inclusion. In other words, the silos of educational discourse based on identity categories need to be broken down, little by little, to reconceptualize inclusion as just, compassionate, and creative ways of living, teaching, and learning in a complex and diverse world. Inclusive teaching depends on deeply respectful relationships between teachers, students, and community members. Books in the series must make clear connections between theory and practice. Both are necessary ingredients for inclusion. This series will help teacher educators prepare teachers to be knowledgeable and skillful in teaching all students, regardless of their differences. Historically, inclusive education developed as a reaction to the exclusion of students of minoritized identity groups marked by race, language, sexual orientation, disability, etc. Our position in this series is that inclusion can and should be more. It can be understood as embracing and planning for difference, building relationships across difference, teaching and learning that acknowledges and supports difference while also minimizing the use of identity categories as the foundation for arguments about inclusion. In other words, the silos of educational discourse based on identity categories need to be broken down, little by little, to reconceptualize inclusion as just, compassionate, and creative ways of living, teaching, and learning in a complex and diverse world. Inclusive teaching depends on deeply respectful relationships between teachers, students, and community members. Books in the series must make clear connections between theory and practice. Both are necessary ingredients for inclusion. This series will help teacher educators prepare teachers to be knowledgeable and skillful in teaching all students, regardless of their differences. Historically, inclusive education developed as a reaction to the exclusion of students of minoritized identity groups marked by race, language, sexual orientation, disability, etc. Our position in this series is that inclusion can and should be more. It can be understood as embracing and planning for difference, building relationships across difference, teaching and learning that acknowledges and supports difference while also minimizing the use of identity categories as the foundation for arguments about inclusion. In other words, the silos of educational discourse based on identity categories need to be broken down, little by little, to reconceptualize inclusion as just, compassionate, and creative ways of living, teaching, and learning in a complex and diverse world. Inclusive teaching depends on deeply respectful relationships between teachers, students, and community members. Books in the series must make clear connections between theory and practice. Both are necessary ingredients for inclusion. This series will help teacher educators prepare teachers to be knowledgeable and skillful in teaching all students, regardless of their differences.
7 publications
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Quality Education in Rural Learning Ecologies in Zimbabwe
Obstacles and Opportunities©2023 Edited Collection -
The Right to Education of Persons with Disabilities in Turkey
Within the Context of the United Nations Convention on the Rights of Persons with Disabilities (CRPD). Gap Analysis©2018 Monographs -
The Politics of Exclusion in Graduate Education
©2010 Thesis -