Literatura académica sobre el tema "Inclusion en collège"
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Artículos de revistas sobre el tema "Inclusion en collège":
Laville, Matthieu y Éric Saillot. "UN COLLÈGE FRANÇAIS À L’ÉPREUVE DE L’INCLUSION : UNE SITUATION D’ENTRE-DEUX SOURCE DE DILEMMES". Understanding Exclusion to Better Work Towards Inclusion? 54, n.º 2 (13 de noviembre de 2019): 305–25. http://dx.doi.org/10.7202/1065660ar.
Toullec-Théry, Marie y Véronique Pineau. "Inclusion en cours d’histoire dans une classe de 5e de collège : une étude de cas". Éducation et didactique 9, n.º 1 (20 de mayo de 2015): 33–55. http://dx.doi.org/10.4000/educationdidactique.2149.
Yeh, Ellen y Nicholas Swinehart. "Social Media for Social Inclusion: Barriers to Participation in Target-Language Online Communities". TESL Canada Journal 36, n.º 3 (30 de diciembre de 2019): 154–72. http://dx.doi.org/10.18806/tesl.v36i3.1325.
Kluch, Yannick y Terry L. Rentner. "“As Falcons, We Are One Team!” Launching a Grassroots Institutional Change Initiative to Promote Diversity and Inclusion Through Sport at an NCAA Division I Institution". Sport Management Education Journal 16, n.º 1 (1 de abril de 2022): 95–104. http://dx.doi.org/10.1123/smej.2020-0050.
Denisova, Olga, Olga Lekhanova, Valentina Ponikarova y Tatyana Gudina. "Inclusive culture of kindergarten, school, college and university teachers". SHS Web of Conferences 70 (2019): 10002. http://dx.doi.org/10.1051/shsconf/20197010002.
Mann, Mallory y Vikki Krane. "Inclusion and Normalization of Queer Identities in Women’s College Sport". Women in Sport and Physical Activity Journal 26, n.º 2 (1 de octubre de 2018): 76–88. http://dx.doi.org/10.1123/wspaj.2017-0033.
Portel, Laurent, Eric Parrat, Cécilia Nocent-Ejnaini, Gilles Mangiapan, Anne Prud'homme, Jean-Philippe Oster, Corinne Aperre de Vecchi, Cyril Maurer, Chantal Raherison y Didier Debieuvre. "FASE-CPHG study: a panoramic snapshot of difficult-to-treat, severe asthma in French nonacademic hospitals". ERJ Open Research 5, n.º 4 (octubre de 2019): 00069–2019. http://dx.doi.org/10.1183/23120541.00069-2019.
Tang, Ying, Thitinant Wareewanich y Xiao-Guang Yue. "The impact of organizational inclusion on teachers’ internal motivation for professional development in vocational colleges: The case of China". Problems and Perspectives in Management 21, n.º 3 (21 de julio de 2023): 138–52. http://dx.doi.org/10.21511/ppm.21(3).2023.11.
Francique, Akilah. "Is excellence inclusive? The benefits of fostering Black female college athlete's sense of belonging". Journal of Higher Education Athletics & Innovation, n.º 3 (22 de marzo de 2018): 48–73. http://dx.doi.org/10.15763/issn.2376-5267.2018.1.3.48-73.
Davis, Alexander K. "Toward Exclusion through Inclusion: Engendering Reputation with Gender-Inclusive Facilities at Colleges and Universities in the United States, 2001-2013". Gender & Society 32, n.º 3 (4 de abril de 2018): 321–47. http://dx.doi.org/10.1177/0891243218763056.
Tesis sobre el tema "Inclusion en collège":
Ployé, Alexandre. "Les enseignants aux prises avec l'étrangeté : approche clinique de l'inclusion des élèves handicapés au collège". Thesis, Paris 8, 2016. http://www.theses.fr/2016PA080087/document.
The thesis focuses on the issue of inclusion of disabled students in middle school within a ULIS (Local Inclusive Education Unit) and more specifically on what the actors of such inclusion, teachers and other educational community adults, but also students themselves, experience mentally. It analyzes these experiences and their pedagogical consequences, following a clinical psychoanalytic approach. Indeed, while the issue of inclusion, made central since the February 2005 law on disability, is often looked at under the light of a sociological or pedagogical reflection, it appears such clinical approach sheds a light on both subjective and intersubjective phenomena in which teaching subjects are engaged in meeting « the uncanny » (« Unheimliche », Freud, 1919) of disabled students. A clinical approach of disability allows understanding of how the different actors invest in the relationship with others, how they fantasize the disability and how they implement unconscious defense mechanisms to reduce the disabled person's otherness. These defense mechanisms aim to invisibilize these students within the school and to keep them on the ordinary classroom doorstep, in a position of liminality, which matches the difficulties teachers can experiment mentally in integrating their strangeness. The euphemizing or rejecting of inclusive processes is corollary to these difficulties
Gaulot, Céline. "Inclusion et handicap à dominante visible ou invisible au collège : représentations du handicap, pratiques d'inclusion en contexte scolaire et construction individuelle et interactionnelle d’adolescents en situation de handicap". Thesis, Bordeaux, 2018. http://www.theses.fr/2018BORD0242/document.
The treatment of the handicap and the of persons with disabilities has varied over time. Currently, in line with human rights, national and international policies tend to promote équality for all men and the fight against discrimination becomes a reality by active public policies in most countries. At the education level, the concept of inclusion was endorsed at the Salamanca conference (UNESCO, 1994) and its implementation is described as « a reform that supports and welcomes the diversity of all the learners » (UNESCO, 2001). In France, the law of 11 February 2005 introduced a major change into the social treatment of disabled people. Inclusive Education calls to a consideration of the complexity of the human person and the institutions to which he belongs. This research aims to account for some aspects of this complexity by bringing to light the representations and practices of inclusion in middle school among pupils with dominant visible or invisible disabilities and by linking them to the individual and interactionnal construction of these adolescents. Four dimensions were studied based on the situation of five students with visible or invisible disabilities. The school context is the first level : it provides an objective structure to the inclusion process by the presence of a device, an organization and people involved in this project. We then questioned the representations of disability and the pedagogical practices of the teachers in the second level. The third level is the one of the peers of the disabled pupils, where the socio-affective networks were questioned. Finally, the fourth level concerns the individual dimension of the five selected pupils. The results of this ethnograhic research indicate that the structuring of the inclusive context has an influence on the activated representation of the handicap : the more it is visibly carried by a system and a dedicated staff, the richer is the representation. The core-representation of disability among teachers (consisting in « monster », « death », « physical disability »,« wheelchair » and « autism » elements) is identical to the one found in the general population, with a professional specific variation (« dyslexia ») within th scope of possible disability repair. When the structuring of inclusion is carried by a lot of invested people, a representation called « linking » integrates the different previous levels of the representation and joins the situation of disability. In this sense, it is evolved because it considers the latest sociatal advances in this field ; it can be thought as transitional, in the same way as the current form of inclusive education. Archetypes are underlying these representations and differ according to the visibility (where the activated archetype is the one of the monster and fondamental alterity) or the invisibility (which activate the archetype of the stranger and the unknowable), this motion making the link between perception and representation in the psychic dimension of the individual. Representations may evolve by uncovering, accepting and integrating its diffrents components by the individual on the one hand, and by the concrete experience discussed and reflected by the actors on the other. This then leads to a co-construction between partners and the need for training to access an understanding of the singularities of students with alterities in order to identify and respond to their special educationnal needs
Beaugrand, Céline. "Transposition des démarches du français sur objectifs spécifiques en contexte scolaire ˸ élaboration didactique en français langue de scolarisation dans trois disciplines du collège". Thesis, Paris 3, 2019. http://www.theses.fr/2019PA030020.
The teaching of French as language of schooling - to pupils whose first language is not French - has been the subject of study starting from the beginning of the 1990’s. Since then, the education of immigrant school children in France has been researched progressively and governmental guidance has been introduced to specifically target their development. This guidance emphasizes that full inclusion of immigrant children into the educational system relies on successful application of French in disciplines where language skills are often considered to be of secondary importance, or a “tool”. However, didactic and pedagogical methods have not emerged to reliably deliver this goal.The integration of approaches for teaching of French for specific purposes and French as language of schooling would bring perspectives to defining the priority needs of these pupils, starting from a comprehensive analysis of the school situations that they face from the beginning of their school education in France. The aim of this thesis is to transpose an approach for French for specific purposes in a professional engineering environment into a school context, thereby contributing to the definition of the learning needs and to enable the development of appropriate teaching of French as language of schooling. More broadly, it aims to provide methodologies and didactic solutions to better address specials needs.A methodological framework is established, articulated around the main stages of French for specific purposes: analyzing the needs, collating and analyzing data on spoken and written abilities at school, and finally, defining a didactic approach based on the identified needs.The approach has been piloted and the results of three such trials are presented for different disciplines taught at the first year of senior school: history-geography, biology and mathematics. This study required the development of multimodal corpus, including filmed class sessions and written data from textbooks, student notebooks and teachers notes on the whiteboard. The identified needs are linguistic, but also cultural, cognitive and methodological.The analysis conducted in this work reveals that the use of semiotic objects is common in all of the disciplines investigated. It was also observed the increasing influence of praxeological perspective at school due to the introduction of digital tools in the classroom
Carregosa, Rita de Cássia. "Desafios para uma prática inclusiva na educação superior: um estudo de caso na Universidade de Brasília". Faculdade de Educação, 2015. http://repositorio.ufba.br/ri/handle/ri/18672.
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CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
A denominada educação inclusiva é um tema atual, que tem despertado o interesse social, político e acadêmico. Nos últimos anos há uma propagação de políticas e mesmo trabalhos tendo como base o discurso inclusivo, mas, ainda que se fale sobre esse tema, pouco ainda se entende sobre a questão da ‘inclusão’ de pessoas com deficiência na educação superior, mais efetivamente sobre pessoas com deficiência sensorial. Nesta linha, esta dissertação teve como objetivo compreender desafios que se apresentam na educação superior, na perspectiva docente, para a ocorrência de uma prática denominada inclusiva. De maneira específica, procurou discorrer historicamente sobre o processo de exclusão social e educacional da pessoa com deficiência; analisar compreensivamente as políticas direcionadas à inclusão da pessoa com deficiência na educação, e sua reverberação na educação superior; investigar como tem se efetivado e que desafios se apresentam para uma prática considerada inclusiva na educação superior. Para isso, esse trabalho teve como base uma pesquisa empírica, ocorrida na Universidade de Brasília – UnB, de cunho qualitativo, descritiva e explicativa, utilizando a abordagem de estudo de caso. A amostra foi composta por nove docentes da UnB, mas para melhor entendimento da temática, também participaram da pesquisa seis servidores desta universidade, totalizando quinze sujeitos de pesquisa, além de ter sido feita a observação in loco. O estudo oportunizou chegar a inferências e questionamentos a respeito de aspectos essenciais para a prática de uma educação chamada inclusiva: o conceito de inclusão e a conscientização institucional acadêmica sobre esse processo; as políticas nacionais e internacionais, que despertaram para a necessidade de mudanças, mas que ainda não são efetivamente executadas; as dificuldades e desafios para o docente com respeito à formação, a falta de suporte institucional e as barreiras atitudinais; a questão estrutural; a necessidade do aparato tecnológico; bem como, as ações que têm sido concretizadas, para uma prática considerada inclusiva, e que possa favorecer a garantia de direitos incontestes da pessoa com deficiência sensorial na sua formação acadêmica. A essência discursiva teve como viés a cultura inclusiva e a universalização dos acessos, numa perspectiva de direitos iguais que favoreça a ação docente e a plena formação da pessoa com deficiência.
ABSTRACT The inclusive education is a current theme, that has aroused a social, political and academic interest. In the last years there’s a prorogation of politics and even works having as a base the inclusive discourse, despite of this subject is mentioned, very little is understood about the inclusion of disabled people in the college education, more specifically on sensory disability. In this line, this dissertation has as main goal to comprehend challenges that are presented in college education, in the perspective professors, for the occurrence of a practice called inclusive. In a specific manner, it aimed to talk historically about the process of educational and social exclusion of a person with special needs; to analyze comprehensively the politics that focus on inclusion of a person with special needs in the education, and its reverberation in the university education; to investigate how it has become efficient and the challenges have been presented for a practice that is considered inclusive in the university education. For this, this work has as a base an empiric research that took place in the University of Brasília – UnB. The research was qualitative, explanatory and descriptive nature, using a study of case approach. The sample was composed by nine professors from UnB, and for a better comprehension six public workers from this institution took part as well, totaling fifteen research individuals, beyond “in loco” observation has been made. The study provided to reach inferences and questions about the essential aspects for a practice of an education called inclusive: the concept of inclusion and the academic institutional consciousness about this process; national and international politics that have aroused for a necessity of change, however they are not effectively applied yet; the teaching difficulties and the challenges related to the formation; the lack of institutional support and attitudinal barriers; the structural issue; the need of technology resources; the actions that have been done; to favor an inclusive practice; the incontestable guarantees of disabled people to university degree. The discursive essence had as a bias the inclusive culture and the universalization of the accesses, in a perspective of equal rights that favors the teaching actions and the total formation of a disabled person.
Markakis, Konstantinos. "Écrire-rêver l’expérience des coordonnateurs d’Ulis au collège : monographies de rencontres singulières dans le cadre d’entretiens cliniques de recherche en sciences de l’éducation". Thesis, Paris 10, 2019. http://www.theses.fr/2019PA100141.
In a psychoanalytically oriented clinical approach in educational sciences, the author tackles the emotional experience of coordinators of Ulis-college (Localized Unit for Inclusive Education). The author conducts clinical research interviews with coordinators and sets up a device for analyzing material and writing "monographs of single encounters". In the first part, the process of the research object construction is tackled in relation to the epistemological and methodological positioning. In the second part, four monographs of single encounters are developed in the light of concepts inspired from psychoanalysis. Assumptions resulting from this type of analysis are taken up and put in perspective in the last part.On the one hand, the author questions the monographs writing and the effects of a kind of reverie in the theorizing process. Therefore, he proposes the term "writing-as-dreaming", largely inspired by the work of T. Ogden. On the other hand, the author discusses some interpretations which are likely to shed light on the coordinators’ psychic experience: the psychic polyglotism of the professional and the spatial representation of his profession, the holding of the subjects, the dialectic between the repetition and repair movements
Bettendorff, Franck. "L’école inclusive et les dispositifs pour élèves à « besoins éducatifs particuliers » : scolarisation ou scolarité ? : l’exemple des EFIV ou la déconstruction d’une catégorie scolaire essentialiste". Electronic Thesis or Diss., Paris 8, 2022. http://www.theses.fr/2022PA080010.
The phenomenon of inconstant school attendance by pupils who have been termed “EFIV” (“children of itinerant and transient families”) since 2012 by the French Ministry of Education has led us to question not only a public classification but also policies and apparatuses pertaining to them. The research presented herein is a department-wide analysis of an area where a school attendance policy for this group has been applied for over ten years. By questioning the categories of research which in the past served to assess sporadic school attendance by “traveler” or “Gypsy” children, this analysis deconstructs the anthropological explanations concerning resistance to writing, to objectivating processes and to scholastic skills. Based on a qualitative survey mainly established via interviews with middle school children and their parents, the analysis likewise indicates how pupils’ situations cannot be reduced to mere family practices alone but also integrates the pupils’ differentiated roles, as per the diversity of their relationships to school, to scholastic knowledge and to the future. This same analysis also covers the roles played by the scholastic institutions themselves. Since some pupils remain insufficiently schooled, while others, even though attending school, never acquire middle school knowledge sets, it was necessary to create a distinction between schooling (the pupils’ use of scholastic knowledge) and school attendance (their presence in class). Last of all, through the analysis of a collection of documents and interviews with personnel, this thesis explores institutional action as an apparatus and challenges the policy of “the inclusive school”
Canedo, Francis. "Queer Students’ Perceptions of Inclusion at ABC Community College: A Phenomenology". Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etd/3667.
Shier, Emily. "Preparing future educators to support inclusion college students' attitudes following pre-professional preparations /". Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002shiere.pdf.
Lloyd-Jones, Brenda. "From inclusion to assimilation? African-American students' persistence at a predominantly white university /". Access abstract and link to full text, 1992. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/9222151.
Oliveira, Gracy Kelly Andrade Pignata. "A trajetória de afiliação de estudantes com deficiência na educação superior". Faculdade de Educação, 2017. http://repositorio.ufba.br/ri/handle/ri/22233.
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Esta pesquisa traz como objeto de investigação as trajetórias de afiliação de estudantes com deficiência na Educação Superior. Nesta perspectiva, desenvolvemos um estudo empírico, cuja abordagem teórico-metodológica se apoia no Interacionismo Simbólico, corrente sociológica que privilegia a compreensão da sociedade a partir da concretude das relações interindividuais. Mais especificamente, é interesse desta pesquisa lançar luz sobre os elementos que constituem a rotina institucional e a experiência estudantil na Educação Superior, para pessoas que vivenciam a condição de deficiência. Diante de um tema ainda recente e carregado de complexidade, o percurso metodológico traçado para esta investigação é de natureza qualitativa, do tipo estudo de caso e visa compreender o processo de afiliação de estudantes com deficiência na Educação Superior. Para tanto, elegemos como procedimentos de coleta de dados, a pesquisa documental e a entrevista semiestruturada, focalizada e individual, com perguntas abertas, de modo a possibilitar aos estudantes entrevistados maior liberdade nas respostas. Os resultados da investigação revelam que o estudante com deficiência passa pelas mesmas etapas de afiliação que os demais estudantes, porém a condição de deficiência o coloca diante da necessidade de superar resistências, enfrentar barreiras e estigmas, sem perder de vista os sonhos, as aspirações e os projetos de vida. Assim, compreendemos a afiliação do estudante com deficiência como um processo complexo, que envolve o direito de combinar as demandas pessoais às exigências acadêmicas. A pesquisa mostrou ainda que a dimensão simbólica, manifestada pela preocupação em atender as expectativas socialmente impostas, interfere no processo de construção da afiliação, refletindo inclusive na formação da identidade pessoal e social do estudante com deficiência.
ABSTRACT This research brings as object of investigation the trajectories of students’ affiliation with disabilities in college education. In this perspective, we developed an empirical study of which theoretical-methodological approach is based on Symbolic Interactionism. Sociological current that privileges the understanding of society from the concreteness of interindividual relations. More specifically, it is the interest of this research to launch lights out about on the elements that constitute the institutional routine and the student experience in Higher Education for people who experience the condition of disability. Faced with a still recent and so complex subject, the methodological way traced for this investigation is qualitative nature of, of the case study type and aims to understand the process of affiliation of students with disability in College Education. To do so, we chose as data collection procedures, documental research and semi-structured, focused and individual interview with open questions, in order to possibility to the students interviewed more freedom in the answers. The results of the investigation revealed that the student with the disability goes through the same stages of affiliation that the other students, but the condition of disability places it in the face of the need to overcome resistance, face barriers and stigmas, without losing sight of dreams, aspirations and projects of life. Thus, we understand the affiliation of the disabled students as a complex process, which involves the right to combine personal demands with academic demands. The research also showed that the symbolic dimension, manifested by the concern to meet socially imposed expectations, interferes in the building the affiliation process of, also reflecting the formation of the personal and social identity of the student with disability.
Libros sobre el tema "Inclusion en collège":
Ocampo, Ana María Cambours, María Fernanda Arias y Jorge M. Gorostiaga. Hacia una universidad inclusiva: Nuevos escenarios y miradas. Ciudad de Buenos Aires: Aique Educación, 2016.
Lovern, Lavonna L. Fostering a Climate of Inclusion in the College Classroom. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-75367-6.
McArthur-Blair, Joan. Gender and diversity: Creating inclusion in the college environment. [Victoria, BC]: The Ministry, 1995.
Wurgaft, Benjamin Aldes. Jews at Williams: Inclusion, exclusion, and class at a New England liberal arts college. Williamstown, Mass: Williams College Press, 2013.
Bunker, Barbara Benedict. Innovation in inclusion: The Purdue faculty and staff success story, 1997-2007. West Lafayette, IN: Purdue University Press, 2008.
Grace, Sue. Inclusion and diversity: Meeting the needs of all students. New York, NY: Routledge, 2008.
Ryndak, Valentina, Ol'ga Sal'daeva, Al'fiya Moskvina, Yuliya Koroleva, Lyudmila Kraynova, Rita Aitbaeva, Galina Pisareva et al. Pedagogy of inclusive education. ru: INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/1842519.
1933-, Stalker Jacqueline y Prentice Susan 1961-, eds. The illusion of inclusion: Women in post-secondary education. Halifax, N.S: Fernwood Pub., 1998.
Vicker, Lauren A. The complete academic search manual: A systematic approach to successful and inclusive hiring. Sterling, VA: Stylus Pub., 2005.
Myers, Karen A. Allies for inclusion: Disability and equity in higher education. San Francisco, California: Jossey-Bass, 2013.
Capítulos de libros sobre el tema "Inclusion en collège":
Cardon, Lauren S. y Anne-Marie Womack. "Inclusive Assessment". En Inclusive College Classrooms, 192–212. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003121633-8.
Cardon, Lauren S. y Anne-Marie Womack. "Group Work". En Inclusive College Classrooms, 107–35. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003121633-5.
Cardon, Lauren S. y Anne-Marie Womack. "Introduction". En Inclusive College Classrooms, 1–13. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003121633-1.
Cardon, Lauren S. y Anne-Marie Womack. "Experiential Learning". En Inclusive College Classrooms, 162–91. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003121633-7.
Cardon, Lauren S. y Anne-Marie Womack. "Lecture". En Inclusive College Classrooms, 14–42. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003121633-2.
Cardon, Lauren S. y Anne-Marie Womack. "Flipped Classroom". En Inclusive College Classrooms, 43–76. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003121633-3.
Cardon, Lauren S. y Anne-Marie Womack. "Inquiry-Based Learning (IBL)". En Inclusive College Classrooms, 136–61. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003121633-6.
Cardon, Lauren S. y Anne-Marie Womack. "Seminar". En Inclusive College Classrooms, 77–106. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003121633-4.
Kummitha, Rama Krishna Reddy. "Barefoot College: Philosophy and Governance". En Social Entrepreneurship and Social Inclusion, 53–75. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-1615-8_3.
Marine, Susan B. "Trans* College Students: Moving Beyond Inclusion". En Critical Approaches to Women and Gender in Higher Education, 237–57. New York: Palgrave Macmillan US, 2017. http://dx.doi.org/10.1057/978-1-137-59285-9_11.
Actas de conferencias sobre el tema "Inclusion en collège":
Nanney, Megan. "College in Transition: Transgender Inclusion Policies at Gender-Selective Colleges". En 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1585940.
Liao, Shu-Min, Sarah Bunnell y Sheila Jaswal. "A Call for Being Human in Undergraduate Statistics". En Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t1f2.
Wang, Shanshan. "The Inclusion of Cultural Elements in College Japanese Teaching". En 2016 2nd International Conference on Social Science and Higher Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icsshe-16.2016.158.
Rusyidi Binahayati, Binahayati y Rusyidi Kamrujjama Rusyidi Muhammad. "Attitudes toward homosexuality among Indonesian social work college students". En International Conference on Diversity and Disability Inclusion in Muslim Societies (ICDDIMS 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icddims-17.2018.10.
García-Vélez, Roberto, Luis Serpa-Andrade y Graciela Serpa-Andrade. "Inclusion of people with ADHD in school, college, university and work". En 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001890.
Doehler, Kirsten y Heather Barker. "Diversity, Equity, and Inclusion Initiatives Inventory for Introductory College Statistics Courses". En Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t14b1.
Colibaba, Anca cristina, Alois Ghergut y Oana Mihoci. "TEACHING MANAGEMENT AND E-LEARNING TOOLS FOR COLLABORATIVE WORKING IN INCLUSIVE EDUCATION". En eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-258.
Kencana, Dian. "Art Learning Using Collage Techniques in Inclusive Education Program". En 3rd International Conference on Arts and Design Education (ICADE 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210203.001.
Muti, Arianna, Marta Marchiori Manerba, Katerina Korre y Alberto Barrón-Cedeño. "LeaningTower@LT-EDI-ACL2022: When Hope and Hate Collide". En Proceedings of the Second Workshop on Language Technology for Equality, Diversity and Inclusion. Stroudsburg, PA, USA: Association for Computational Linguistics, 2022. http://dx.doi.org/10.18653/v1/2022.ltedi-1.46.
Onay, Ozge Surmeli, Ayse Neslihan Tekin, Damla Gunes, Ozge Aydemir, Sevilhan Artan y Yusuf Aydemir. "GP248 Mesenchymal stem cell therapy in microvillus inclusion disease". En Faculty of Paediatrics of the Royal College of Physicians of Ireland, 9th Europaediatrics Congress, 13–15 June, Dublin, Ireland 2019. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2019. http://dx.doi.org/10.1136/archdischild-2019-epa.307.
Informes sobre el tema "Inclusion en collège":
Carlana, Michela, Enrico Miglino y Michela Tincani. How Far Can Inclusion Go? The Long-term Impacts of Preferential College Admissions. Cambridge, MA: National Bureau of Economic Research, mayo de 2024. http://dx.doi.org/10.3386/w32525.
Wang, Xiaohang y Quzhi Liu. Prevalence of anxiety symptoms among Chinese university students amid the COVID-19 pandemic: a systematic review and meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, octubre de 2021. http://dx.doi.org/10.37766/inplasy2021.10.0104.
Sible, Jill, Erica Echols, Kasey Richardson y Hao Wang. Using Data to Fuel Inclusive Excellence at Virginia Tech. Ithaka S+R, mayo de 2021. http://dx.doi.org/10.18665/sr.315527.
Macura, Biljana, Sarah Dickin, Hugh Sharma Waddington, Carla Liera, Adriana Soto, Arianna Orlando, Ella Foggit et al. Gender and social outcomes of WASH interventions: synthesis of research evidence. Centre for Excellence and Development Impact and Learning (CEDIL), marzo de 2023. http://dx.doi.org/10.51744/cswp7.
Almufarrij, Ibrahim, Cathal Hannan, Simon Lloyd y Kevin J. Munro. Adults diagnosed with vestibular schwannomas and treated with stereotactic radiosurgery: a scoping review protocol. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, diciembre de 2021. http://dx.doi.org/10.37766/inplasy2021.12.0067.
Soundararajan, Sathveeka Kasthurisamy, Ibrahim Almufarrij, Reza Hoseinabadi y Kevin J. Munro. GAZE EVOKED TINNITUS (GET) POST SURGICAL EXCISION OF VESTIBULAR SCHWANNOMA: A SCOPING REVIEW PROTOCOL. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, abril de 2023. http://dx.doi.org/10.37766/inplasy2023.4.0024.
Malinauskas, Romualdas y Vilija Malinauskiene. Meta-Analysis of Psychological Interventions for Reducing Stress, Anxiety and Depression among University Students During COVID-19 Pandemic. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, junio de 2022. http://dx.doi.org/10.37766/inplasy2022.6.0054.
Darling-Hammond, Linda, Matt Alexander y Laura E. Hernández. Redesigning High Schools: 10 Features for Success. Learning Policy Institute, marzo de 2024. http://dx.doi.org/10.54300/533.285.
Balk, Ethan M., Kristin J. Konnyu, Wangnan Cao, Monika Reddy Bhuma, Valery A. Danilack, Gaelen P. Adam, Kristen A. Matteson y Alex Friedman Peahl. Schedule of Visits and Televisits for Routine Antenatal Care: A Systematic Review. Agency for Healthcare Research and Quality (AHRQ), junio de 2022. http://dx.doi.org/10.23970/ahrqepccer257.
The “Science” of Computing: Inclusive Computing Pathways in Iowa City Community School District. Digital Promise, 2021. http://dx.doi.org/10.51388/20.500.12265/133.