Special Educational Needs and Inclusive Practices
An International Perspective
Series: Studies in Inclusive Education; 33;
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Product details:
- Publisher BRILL
- Date of Publication 1 January 2017
- ISBN 9789463008556
- Binding Paperback
- No. of pages258 pages
- Size 234x156 mm
- Weight 365 g
- Language English 0
Categories
Short description:
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.
Long description:
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.
Table of Contents:
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.
Special Educational Needs and Inclusive Practices: An International Perspective
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