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Libros sobre el tema "Inclusive school development"

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Publicado: 10 de marzo de 2023

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1

1952-, Villa Richard A. y Thousand Jacqueline S. 1950-, eds. Creating an inclusive school. Alexandria, Va: Association for Supervision and Curriculum Development, 1995.

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2

1958-, York-Barr Jennifer, ed. Creating inclusive school communities: A staff development series for general and special educators. Baltimore: Paul H. Brookes Publishing, 1996.

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3

Florian, Lani. Inclusive practice in secondary schools: Report for the University of Cambridge School of Education Research and Development Fund. [Cambridge?: University of Cambridge, School of Education?], 1999.

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4

Howes, Andy. Improving the context for inclusion: Personalising teacher development through collaborative action research. London: Routledge, 2009.

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5

Beyond developmentality: Constructing inclusive freedom and sustainability. Sterling, VA: Earthscan, 2009.

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6

Sam, Fox y Davies Sue, eds. Improving the context for inclusion: Personalising teacher development through collaborative action research. New York: Routledge, 2009.

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7

Biba, Anna y Galina Razumova. Teaching Russian and developing meta-subject skills of students in inclusive primary education classes. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1871394.

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The monograph attempts to identify and substantiate the content and complex of spelling teaching tools for younger schoolchildren with a pronounced general underdevelopment of speech with the simultaneous development of their academic independence. To solve the problem, both theoretical research methods (analysis of psychological and pedagogical literature, generalization of scientific data) and empirical (observation, conversation, testing, analysis of student activity products) were used. The theoretical basis of teaching and development of students with mild speech underdevelopment in inclusive education classes is information about the cognitive, regulatory and speech features of this category of children; ideas of the development of younger schoolchildren in the learning process; the provisions of linguistics and psycholinguistics on the structure of spelling skills and the patterns of its formation, including in children with speech pathologies. It can be in demand in the professional training of future primary school teachers, in the practice of primary school teachers of inclusive education and speech therapists who assist primary school students with speech underdevelopment in mastering the school curriculum.
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8

Understanding the development of inclusive schools. London: Falmer Press, 1999.

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9

Reid, Patricia. Music: Developing an inclusive curriculum in a Northern Ireland Primary School : a case study of the development of the Northern Ireland Music Curriculum. [S.l: The author], 1998.

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10

Allen, K. Eileen. The exceptional child: Inclusion in early childhood education. 3a ed. Albany, N.Y: Delmar Publishers, 1996.

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11

Edwards, Cowdery Glynnis, ed. The exceptional child: Inclusion in early childhood education. 5a ed. Clifton Park, NY: Thomson Delmar Learning, 2004.

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12

Allen, K. Eileen. The exceptional child: Inclusion in early childhood education. 6a ed. Clifton Park, NY: Thomson Delmar Learning, 2009.

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13

S, Schwartz Ilene, ed. The exceptional child: Inclusion in early childhood education. 4a ed. Albany, NY: Delmar/Thomson Learning, 2001.

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14

Hamill, Paul. Striving for inclusion: The development of integrated support systems for pupils with social, emotional and behavioural difficulties in secondary schools in West Lothian. Glasgow: University of Strathclyde, Faculty of Education, 2000.

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15

Children, Council for Disabled, ed. Extending inclusion: Access for disabled children and young people to extended schools and children's centres : a development manual. Nottingham: DCSF Publications, 2008.

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16

Getting beyond bullying and exclusion, preK-5: Empowering children in inclusive classrooms. Thousand Oaks, Calif: Corwin Press, 2009.

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17

Allen, K. Eileen. The exceptional child: Mainstreaming in early childhood education : instructor's guide. 2a ed. Albany, N.Y: Delmar Publishers, 1992.

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18

1918-, Allen K. Eileen, ed. The exceptional child: Mainstreaming in early childhood education. 2a ed. Albany, N.Y: Delmar Publishers, 1992.

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19

Organisation for Economic Co-operation and Development., ed. Integrating students with special needs into mainstream schools. Paris: Organisation for Economic Co-Operation and Development, 1995.

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20

Viner, Mark, Ajay Singh y Chia Jung Yeh. Special Education Design and Development Tools for School Rehabilitation Professionals. IGI Global, 2019.

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21

Viner, Mark, Ajay Singh y Chia Jung Yeh. Special Education Design and Development Tools for School Rehabilitation Professionals. IGI Global, 2019.

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22

Viner, Mark, Ajay Singh y Chia Jung Yeh. Special Education Design and Development Tools for School Rehabilitation Professionals. IGI Global, 2019.

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23

Viner, Mark, Ajay Singh y Chia Jung Yeh. Special Education Design and Development Tools for School Rehabilitation Professionals. IGI Global, 2019.

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24

Viner, Mark, Ajay Singh y Chia Jung Yeh. Special Education Design and Development Tools for School Rehabilitation Professionals. IGI Global, 2019.

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25

Fox, Sam, Andy Howes y S. M. B. Davies. Improving the Context for Inclusion: Personalising Teacher Development Through Collaborative Action Research. Taylor & Francis Group, 2009.

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26

Deb, Debal. Beyond Developmentality: Constructing Inclusive Freedom and Sustainability. Taylor & Francis Group, 2012.

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27

Deb, Debal. Beyond Developmentality: Constructing Inclusive Freedom and Sustainability. Taylor & Francis Group, 2012.

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28

Deb, Debal. Beyond Developmentality: Constructing Inclusive Freedom and Sustainability. Taylor & Francis Group, 2012.

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29

Deb, Debal. Beyond Developmentality: Constructing Inclusive Freedom and Sustainability. Taylor & Francis Group, 2012.

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30

Johnsen, Berit, ed. International Classroom Studies of Inclusive Practises: Comparing Teaching-Learning Processes. Cappelen Damm Akademisk, 2020. http://dx.doi.org/10.23865/noasp.122.

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This anthology is addressed to anyone searching for examples of individually tailored inclusive practices in the community of the class, with a critical view of their successes, shortcomings and obstacles. The book is divided into three parts: Part One contains articles that outline important aspects of the research cooperation. Part Two presents individual summaries of findings from each of the seven studies. Part Three consists of the joint comparative research report. This is the third and final anthology related to the international comparative research cooperation project WB 04/06: Development towards the Inclusive School: Practices – Research – Capacity Building.
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31

Johnsen, Berit, ed. Research Project Preparation within Education and Special Needs Education: Introduction to Theory of Science, Project Planning and Research Plans. Cappelen Damm Akademisk, 2021. http://dx.doi.org/10.23865/noasp.124.

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Careful planning is a key to quality research. This anthology is addressed to anyone who is in the planning phase of a major study – individually or in national or international cooperation. The examples discussed concern critical analysis of individually tailored inclusive practices in the community of the class, with a critical view of their successes, shortcomings and obstacles. The book is divided into four parts: Part One contains a discussion of the international concept of the inclusive school and articles on theory of science. Part Two contains historical and empirical discussions of the emergence, development and current state of doctoral programs. Part Three describes development of research plans, while Part Four consists of research plans in a joint international comparative classroom studies project towards inclusion. This is the first of three anthologies related to the international comparative research cooperation project WB 04/06: Development towards the Inclusive School: Practices – Research – Capacity Building.
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32

Understanding the Development of Inclusive Schools. Routledge, 2002.

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33

Understanding the Development of Inclusive Schools. Routledge, 1999.

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34

Ainscow, Mel. Understanding the Development of Inclusive Schools. Taylor & Francis Group, 2002.

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35

Ainscow, Mel. Understanding the Development of Inclusive Schools. Taylor & Francis Group, 2002.

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36

Ainscow, Mel. Understanding the Development of Inclusive Schools. Taylor & Francis Group, 2002.

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37

Van Wyk, Gertrude y Cheryl Ann Hodgkinson-Williams. Disability Access: Opening TVET Education in South Africa through an Inclusive Approach to Students with Disabilities. African Minds, 2022. http://dx.doi.org/10.47622/9781928502425_p08.

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Students with disabilities (SWDs) face numerous challenges in accessing and succeeding in post-school education in South Africa (Chiwandire & Vincent 2019; Ndlovu 2020). These are students with some type of visual, hearing, communication, physical, intellectual, emotional impairment and/or disability. The reasons for this are fairly clear. Through most of the country’s history, infrastructure development and educational planning have prioritised the needs and conveniences of non-disabled people. It has only been in the last few decades that society has gradually become more aware of the inequalities such decisions have on differently abled people.
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38

Ainscow, Mel. Understanding the Development of Inclusive Schools. Routledge, 2002. http://dx.doi.org/10.4324/9780203016619.

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39

Dalehefte, Inger Marie y Jorunn H. Midtsundstad, eds. A Systemic Approach to School Development. Technical Report on the Project School-In. Waxmann Verlag GmbH, 2022. http://dx.doi.org/10.31244/9783830995029.

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The project School-In was an in-service professional development project which aimed to improve inclusion and facilitate schools' academic results by taking the local context, expectation structures, and school culture into consideration. This intervention project was based on a systemic approach and designed to include the entire teaching staff, ensuring cross-disciplinary and cross-level impact. Conducted in five Norwegian municipalities, School-In was financed by the Research Council of Norway (NFR) as an innovation project for the public sector. This book gives a detailed overview of the project School-In, documenting its research and intervention methods. It provides stakeholders, educational researchers, and practitioners with information about the make-up of the study. In this book, School-In is presented as an example of how new ideas and knowledge can be gained from several research approaches and readers are given specific examples of how development processes may be conducted and investigated in schools.
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40

Theory and Methodology in International Comparative Classroom Studies. Cappelen Damm Akademisk, 2021. http://dx.doi.org/10.23865/noasp.130.

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This anthology is addressed to researchers, students and professionals within education and special needs education as well as related fields such as psychology, health sciences and other fields within the social sciences and humanities. Part One contains two articles; one is an introduction to the anthology, while the other gives the reader insight into the history of educational ideas from the beginning of elementary education “for all and everyone” in 1739 to current efforts being made to implement the principles of the inclusive school. Part Two contains seven articles that mainly provide perspectives from cultural-historical and didactic-curricular theories, focusing on certain aspects of practice such as communication and care as well as teaching, learning and development. Why does it take such a long time to realise the principle of inclusion? Amongst the many and legitimate assumptions, there is an increasing awareness of ethical issues. Part Three addresses these issues by paying specific attention to Bulgarian-French scholar Julia Kristeva’s social critique and her introduction of an ethical-political programme where our shared human sense of vulnerability is at the centre of civic solidarity and inclusion. Part Four is devoted to methodological considerations and choices. Small-scale research projects are in focus, particularly classroom studies related to international comparative analysis. Various qualitative approaches are investigated, including case studies and “mixed methods”. Action research has in particular attracted interest from classroom researchers and is therefore outlined and discussed in several articles. This is the second of three anthologies related to the international comparative research cooperation project WB 04/06: Development towards the Inclusive School: Practices – Research – Capacity Building.
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41

EBOOK : Inclusion: The Dynamic of School Development. McGraw-Hill Education, 2004.

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42

Ritzinger, Justin R. A New Cult for New Buddhists. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190491161.003.0004.

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This chapter examines the development of the “Maitreya School” from the eve of its founding to its peak of activity in 1937. This occurred in two phases. In the first, the school was closely associated with Yogācāra and served as the “house cult” of Taixu’s seminaries, forming an important part of the educational and ritual lives of these institutions. In the second phase, the school came to be seen in more expansive terms as an all-inclusive teaching and pure land elements overshadow Yogācāra. In this phase, active propagation grew and Taixu’s students and associates began to assume a more prominent role. Liturgies were composed, lay associations were organized, and the landscape was inscribed with the cult.
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43

Algozzine, Robert, James McLeskey, Nancy L. Waldron y Fred Spooner. Handbook of Effective Inclusive Elementary Schools. Taylor & Francis Group, 2021.

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44

Algozzine, Robert, James McLeskey, Nancy L. Waldron y Fred Spooner. Handbook of Effective Inclusive Elementary Schools. Taylor & Francis Group, 2021.

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45

Scholz, Imme, Lilian Busse y Thomas Fues, eds. Transboundary Cooperation and Global Governance for Inclusive Sustainable Development. Nomos Verlagsgesellschaft mbH & Co. KG, 2022. http://dx.doi.org/10.5771/9783748930099.

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This book gathers renowned researchers and policymakers from all continents who have accompanied Dirk Messner’s professional life in science and policy advice. Their articles and essays cover topics related to the ideational spheres and practice-oriented spaces which have consistently characterised Dirk Messner’s career. These include steps at the national, regional or global level to effectively accelerate the shift towards planetary sustainability; measures to forge or strengthen cross-sectoral, transboundary, multi-actor alliances for sustainable transformation; and key elements of universal ethics and shared norms which foster transnational cooperation for the global common good. With contributions by Manish Bapna, Lilian Busse, Ani Dasgupta, J. Carlos Domínguez, Ottmar Edenhofer, Jörg Faust, Thomas Fues, Hans Haake, Medelina K. Hendytio, Ariel Macaspac ­Hernandez, Anna-Katharina Hornidge, Adolf Kloke-Lesch, Claus Leggewie, Siddharth Mallavarapu, Simon Maxwell, Dirk Meyer, Nebojsa Nakicenovic, Sabine Nallinger, Andrew Norton, Franz Nuscheler, Jiahua Pan Jürgen Renn, Enrique ­Saravia, Sabine Schlacke, Uwe Schneidewind, Imme Scholz, Svenja Schulze, Zita Sebesvari, Wolfgang Seidel, Elizabeth Sidiropoulos, Achim Steiner, Franziska Wehinger and ­Heidemarie Wieczorek-Zeul.
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46

Handbook of Effective Inclusive Schools: Research and Practice. Routledge, 2014.

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47

Algozzine, Bob, James McLeskey, Nancy L. Waldron y Fred Spooner. Handbook of Effective Inclusive Schools: Research and Practice. Taylor & Francis Group, 2014.

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48

Algozzine, Bob, James McLeskey, Nancy L. Waldron y Fred Spooner. Handbook of Effective Inclusive Schools: Research and Practice. Taylor & Francis Group, 2014.

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49

Coyne, Sarah M. y Jamie M. Ostrov, eds. The Development of Relational Aggression. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190491826.001.0001.

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The Development of Relational Aggression provides a rich and detailed literature review on developmental processes associated with the perpetration of relational aggression (and related terms of indirect aggression and social aggression) across childhood, adolescence, and emerging adulthood (with a brief mention of relational aggression in adulthood). Relational aggression is defined as behavior that is intended to harm another’s relationships or feelings of inclusion in a group. Unlike physical aggression, the scars of relational aggression are more difficult to see. However, victims (and aggressors) may experience strong and long-lasting consequences, including reduced self-esteem, loneliness, substance use, eating pathology, depression, and anxiety. This volume begins by providing an overview of the field, including a discussion of definitions, developmental trajectories, methodology, and theoretical approaches. Additionally, the volume examines the biobehavioral and evolutionary processes associated with this type of behavior. The book also examines a number of risk factors and socializing agents and contexts (e.g., family, peers, media, school, culture) that lead to the development of relational aggression over time. An understanding of how these behaviors develop will help inform intervention strategies to curb the use of relational aggression in schools, peer groups, and family relationships, which are addressed in an extended chapter.
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50

Exceptional Child: Inclusion in Early Childhood Education. Wadsworth, 2021.

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