Littérature scientifique sur le sujet « Inclusive education – cross-cultural studies »
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Articles de revues sur le sujet "Inclusive education – cross-cultural studies"
Huerta, Ricard. « Silk Road Museums : Design of Inclusive Heritage and Cross-Cultural Education ». Sustainability 13, no 11 (27 mai 2021) : 6020. http://dx.doi.org/10.3390/su13116020.
Texte intégralPinelopi Christani. « The creation of cultures of inclusion, the development of inclusive policies, and the implementation of inclusive practices ». Magna Scientia Advanced Research and Reviews 10, no 2 (30 mars 2024) : 076–84. http://dx.doi.org/10.30574/msarr.2024.10.2.0006.
Texte intégralKoomen, Michele Hollingsworth. « Inclusive science education : learning from Wizard ». Cultural Studies of Science Education 11, no 2 (18 mai 2016) : 293–325. http://dx.doi.org/10.1007/s11422-015-9668-6.
Texte intégralYasar-Akyar, Ozgur, Cinthia Rosa-Feliz, Solomon Sunday-Oyelere, Darwin Muñoz et Gıyasettin Demirhan. « Special Education Teacher’s professional development through digital storytelling ». Comunicar 30, no 71 (1 avril 2022) : 93–104. http://dx.doi.org/10.3916/c71-2022-07.
Texte intégralOLIYNYK, Roksolyana. « Inclusive education in Poland : theoretical analysis ». Humanities science current issues 2, no 39 (2021) : 267–74. http://dx.doi.org/10.24919/2308-4863/39-2-43.
Texte intégralIrby, Beverly J., Fuhui Tong et Rafael Lara–Alecio. « The Mutual Symbiosis Between Inclusive Bi-lingual Education and Multicultural Education ». Multicultural Perspectives 13, no 3 (juillet 2011) : 130–37. http://dx.doi.org/10.1080/15210960.2011.594374.
Texte intégralTudayan, Jhaynee Lou P., Justin Ian N. Ogoy et Jose J. Pangngay. « Developing a Cross-Cultural Competence Scale for Pre-Service Teachers : A Filipino Case Study ». Philippine Social Science Journal 6, no 4 (5 avril 2024) : 43–50. http://dx.doi.org/10.52006/main.v6i4.869.
Texte intégralRapanta, Chrysi, Mercè Garcia-Mila, Ana Remesal et Cláudia Gonçalves. « The challenge of inclusive dialogic teaching in public secondary school ». Comunicar 29, no 66 (1 janvier 2021) : 9–20. http://dx.doi.org/10.3916/c66-2021-02.
Texte intégralFaria, Paula Maria Ferreira de, Ana Carolina Lopes Venâncio et Denise de Camargo. « Emotions and teaching practices in inclusive education ». Revista Espaço Pedagógico 30 (25 juillet 2023) : e14738. http://dx.doi.org/10.5335/rep.v30i0.14738.
Texte intégralDarmawan, Wawan, et Ewilensia Magdalen Mbura. « Pendidikan Multikultural untuk Pembentukan Karakter Anak : Membangun Jembatan Harmoni Antarbudaya di Era Kontenporer ». Visi Sosial Humaniora 5, no 1 (25 juin 2024) : 224–32. http://dx.doi.org/10.51622/vsh.v5i1.2324.
Texte intégralThèses sur le sujet "Inclusive education – cross-cultural studies"
Chimbindi, Felisia. « Strategies used to cater for students with diverse academic backgrounds in the provision of textile, clothing and design programmes : a case study of two universities of technology in Zimbabwe ». Thesis, University of Fort Hare, 2017. http://hdl.handle.net/10353/4948.
Texte intégralOcampo, Atheneus C. « Towards a Community College Pin y Praxis| Creating an Inclusive Cultural Space ». Thesis, Loyola Marymount University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10139326.
Texte intégralDarder (2012), in Culture and Power in the Classroom, argued that a system of educational inequality is promoted through the consistent production and reproduction of contradictions between the dominant culture and subordinate culture. More significantly, she noted that these dominant and subordinate culture contradictions create a necessity for bicultural individuals to navigate the dialectical tensions between dominant and subordinate cultures and the processes by which education perpetuates dynamics of unequal power and reproduces the dominant worldview. Hence, she urged educators to challenge prevalent power structures and re-imagine the process of schooling as a more inclusive form of pedagogy, geared towards establishing and sustaining cultural democracy in the classroom.
This study responded to the call to work with a Pilipino/a student organization in creating an inclusive space in the schooling experience. The learning process for many Pilipino/a students has historically been steeped in a colonialist mentality and directed toward assimilating these students into the practices of mainstream culture in order to survive. This qualitative research intended to address the unjust issues rooted in the dominant structure of schooling and the persistence of a form of colonizing education that fails to incorporate Pilipino/a sociohistorical knowledge and practices of knowing. More specifically, it addresses issues and tensions related to the process of biculturalism, which Pilipino/a students are required to manage in order to utilize their voice and lived experiences as a basis for action. The methodology of this study was influenced by Pagtatanung-tanong—a Pilipino/a equivalent to participatory action research. In utilizing this approach, the study was formulated through the voices of Pilipino/a students at a community college engaged in community building actions toward cultural affirmation.
Soares, Marcia Torres Neri. « Programa Educação Inclusiva Direito à Diversidade : estudo de caso sobre estratégia de multiplicação de políticas públicas ». Universidade Federal da Paraíba, 2010. http://tede.biblioteca.ufpb.br:8080/handle/tede/4918.
Texte intégralCoordenação de Aperfeiçoamento de Pessoal de Nível Superior
The multiplication strategy within the range of inclusion public policies from the Education Ministry - MEC, object of the present study, has been widely used in Brazil as a way of reaching all boroughs in this country of continental dimensions. According to the international guidelines, through different programs, the Education Ministry has adopted this strategy, in order to organize the multipliers formation, from boroughs that are situated in the five regions of the country. The research field of this study is specifically the Program Inclusive Education: the right to diversity - PEI: DD, established in Brazil by The Special Education Secretary Seesp-since 2003. Although this strategy has been current practice in the political actions of the federal government, the studies that hold the genesis, monitoring and knowledge of the multiplication process results in Brazil are still unknown. This investigation, conducted in the field of Cultural Studies and Inclusive Education, adopted the methodology Case Study and Grounded Theory for the theoretical construction based on data collected in the research field. Five boroughs, chosen as pole, were investigated : Salvador, Feira de Santana, Juazeiro, Vitoria da Conquista and Barreiras, from 2003 to 2008. The work was grounded on the qualitative research through the case study methodology. A total of 15 municipal representatives, one representative from the state and five, from the federal level participated in the research. The focus was a wide variety of evidences, as research techniques, besides the semi-structured interview, a survey of official documents and the change timeline were used by the participants who judged that there had been significant changes in their practice that could be associated to the Program, Media and the Research Diary- PDS, in which sensations and information were recorded under the researcher view in her research itinerary. The data were analyzed through similarities, contrasts and barriers among the boroughs that are field of the research. Considering the territorial dimension of our country, the findings indicate that there are similarities in the actions realized by the PEI boroughs: DD and the innumerable barriers inherent to the own administrative policy from the federal government that ties the multiplication agents. It also illuminates the urgency of the implementation of evaluative and comparative studies from the results of the multiplication strategy application to the public policies of inclusion, aiming to analyze its effectiveness at the national level and reset it to the local and regional reality, in addition to helping ensure the optimization of investment in improving the quality of education for all, including those with disabilities. The study also is expected to contribute to the advancement of the debate and knowledge on the area of public policies and, more specifically, the strategies of dissemination of inclusion educational policies in Brazil.
A estratégia de multiplicação no âmbito de políticas públicas de inclusão do Ministério da Educação MEC, objeto do presente estudo, vem sendo amplamente utilizada no Brasil como forma de alcançar todos os municípios de um país de dimensão continental. Em consonância com diretrizes internacionais, por meio de diferentes programas, o MEC adota essa estratégia, a partir da qual organiza a formação de multiplicadores de municípios localizados nas cinco regiões do país. O presente estudo tem como campo de pesquisa especificamente o Programa Educação Inclusiva: direito à diversidade PEI: DD, implantado no Brasil desde o ano de 2003 pela Secretaria de Educação Especial Seesp. Muito embora tal estratégia constitua prática corrente nas ações políticas do governo federal, ainda são desconhecidos os estudos que se detenham à gênese, acompanhamento e conhecimento dos resultados do processo de multiplicação no Brasil. Esta investigação, realizada no campo dos Estudos Culturais e Educação Inclusiva, adotou a metodologia Estudo de Caso e a Teoria Fundamentada para a construção teórica a partir dos dados colhidos no campo de pesquisa. Foram investigados cinco municípios-polo, a saber: Salvador, Feira de Santana, Juazeiro, Vitória da Conquista e Barreiras, no período de 2003-2008. O trabalho alicerçou-se na pesquisa qualitativa através da metodologia de estudo de caso. Participaram da pesquisa um total de 15 representantes da esfera municipal, um representante da esfera estadual e cinco representantes da esfera federal. Primando pela ampla variedade de evidências, como técnicas de pesquisa, além da entrevista semiestruturada, foram utilizados levantamento de documentos oficiais, a linha de tempo da mudança preenchida apenas pelos participantes que julgaram ter havido mudanças significativas em sua prática que pudessem estar associadas ao Programa, meios de comunicação e o Diário de Pesquisa DPq, no qual foram registradas sensações e informações colhidas sob o olhar da pesquisadora em seu itinerário de pesquisa. Os dados foram analisados através de semelhanças, contrastes e barreiras entre os municípios campo da pesquisa. Dada a dimensão territorial do país, os achados indicam que há similaridades nas ações realizadas pelos municípios do PEI: DD e inúmeras barreiras, inclusive, inerentes à própria política administrativa do governo federal, que engessam os agentes de multiplicação. Também ilumina a urgência da implementação de estudos avaliativos e comparativos dos resultados da aplicação da estratégia de multiplicação de políticas públicas de inclusão visando a analisar sua efetividade no âmbito nacional e reajustá-lo à realidade local e regional, além de contribuir para assegurar a otimização do investimento na melhoria da qualidade da educação para todos, incluindo aqueles com deficiência. Com o estudo, espera-se contribuir para o avanço do debate e conhecimento na área de políticas públicas e, mais especificamente, das estratégias de disseminação de políticas educacionais de inclusão no Brasil.
Monteiro, Maria Rosangela Carrasco. « Todos os alunos podem aprender : a inclusão de alunos com deficiência no III Ciclo a inclusão de alunos com deficiência no III Ciclo ». reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2010. http://hdl.handle.net/10183/27045.
Texte intégralThe present dissertation aims to present and analyze practices for Inclusive Educational which are developed through a project entitled Docência Compartilhada (Shared Teaching) in a public school in Porto Alegre/RS. In order to accomplish the research it was investigated how the inclusion practices proposed in one of the regular class of the second year from Cycle III, in which are placed students mentally deficient and with global developmental disorder that have been eliminating segregation spaces and making it possible learning. Due to this it is given emphasis to Inclusive Education concept which is understood as an educational process that must be developed in schools of regular teaching. In this study it was used a post-structuralist perspective related to theoretical assumptions of Cultural Studies in Education. Regarding the research methodology it was used strategies such as ethnographic as observations of school practices, interviews with teachers and students of the chosen class and selection and reading of documents produced in the institution. The investigate work was organized from three analytical units: Gathering of the differences, Inclusive Education and learning possibilities and Contemporary Teaching Constitution – shared teaching as an alternative choice. The study indicates that inclusive school practices produced in schools through the Docência Compartilhada (Shared Teaching) project, are enabling to question classifications which naturalize and legitimize patterns creating certain identities which positionate students in a negative way of their true learning conditions. Moreover, to sum up such practices have promoted others relations of teaching and learning.
Thobela, Nompapa Regina. « The perceptions of principals and teachers of learners with HIV/Aids ». Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/1909.
Texte intégralENGLISH ABSTRACT: The HIV/AIDS pandemic presents many challenges to education in South Africa. The National Department of Education declared itself a central player in addressing the many challenges presented by HIV/AIDS. An important challenge relates to an increase in learners that experience barriers to learning and development in schools and classrooms. Education White Paper 6 of 2001 (Department of Education, 2001) emphasised that the implementation of inclusive education in schools should take the incidence and impact of HIV/AIDS into consideration and that learners with HIV/AIDS should be included into schools and given the necessary support to ensure quality learning. To successfully include and support learners with HIV/AIDS, principals and teachers should hold positive perceptions on the inclusion of these learners in schools and classrooms. Before strategies and techniques on how to support learners with HIV/AIDS can therefore be developed effectively, principals' and teachers' perceptions on the inclusion of these learners should be explored. This qualitative study was designed to explore the perceptions of principals and teachers on the inclusion of learners with HIV/AIDS in mainstream schools and classrooms. The research was done within an interpretative paradigm. A qualitative research methodology was employed with purposive sampling of participants, semi-structured individual interviews and constant comparative analysis. Research findings indicate that learners with HIV/AIDS as a chronic illness were accommodated in mainstream schools and classrooms in the community under investigation. The findings also suggest that positive attitudes would result in meaningful relationships between teachers, learners and parents. The findings furthermore indicate that certain teachers, especially those working in schools in the senior and further education phases in the specific community, should develop more positive perceptions of learners with HIV/AIDS in order to render appropriate support and care. Knowledge and training were found to be lacking. The transdisciplinary approach to support with its emphasis on collaboration across boundaries was seen as the most appropriate approach in addressing the diverse needs of all learners with HIV/AIDS. v
AFRIKAANS OPSOMMING: Die MIV/vigs-pandemie skep baie uitdagings vir die onderwys in Suid-Afrika. Die Nasionale Departement van Onderwys het verklaar dat dit sentrale rolspeler is in die aanspreek van die vele uitdagings wat MIV/vigs bied. Een belangrike uitdaging in skole en klaskamers hou verband met toename in leerders wat hindernisse tot leer en ontwikkeling ervaar. Die Onderwyswitskrif 6 van 2001 (Departement van Onderwys, 2001) het beklemtoon dat in die implementering van inklusiewe onderwys in skole, die voorkoms en impak van MIV/vigs in aanmerking moet neem en dat leerders met MIV/vigs in skole ingesluit moet word. Dit beveel voorts aan dat hulle die nodige ondersteuning moet kry om gehalte-onderwys te verseker. Ten einde leerders met MIV/vigs suksesvol in te sluit en hulle te ondersteun moet skoolhoofde en onderwysers positiewe persepsies huldig oor die insluiting van hierdie leerders. Voordat strategieë en tegnieke om leerders met MIV/vigs in skole en klaskamers te ondersteun effektief ontwikkel kan word, moet skoolhoofde en onderwysers se persepsies omtrent die insluiting van hierdie leerders eers ondersoek word. Hierdie kwalitatiewe ondersoek is ontwerp om die persepsies van skoolhoofde en onderwysers oor die insluiting van leerders wat met MIV/vigs geïnfekteer is in hoofstroomskole en -klaskamers te ondersoek. Die navorsing is binne interpretatiewe paradigma gedoen. Kwalitatiewe navorsingsmetodologie is gebruik met doelgerigte steekproefneming van deelnemers, semi-gestruktureerde individuele onderhoude en konstant-vergelykende analise. Navorsingsbevindings het aangetoon dat die gemeenskap wat ondersoek is leerders met MIV/vigs as chroniese siekte in hoofstroomskole en-klaskamers akkommodeer. Dit het ook uit die bevindings geblyk dat positiewe houding betekenisvolle verhoudings tussen onderwysers, leerders en ouers tot gevolg sou hê. Die bevindings het verder aangetoon dat sekere onderwysers, veral diegene wat in skole in die senior en voortgesette onderwysfases in die besondere gemeenskap werk, meer positiewe persepsies moet ontwikkel van leerders met MIV/vigs ten einde toepaslike ondersteuning en sorg te verskaf. Daar is bevind dat kennis en opleiding ontbreek. Die transdissiplinêre benadering tot ondersteuning, met sy klem op samewerking oor grense heen, is gesien as die toepaslikste benadering in die aanspreek van die diverse behoeftes van alle leerders met MIV/vigs.
Sciame, Michelle E. 1958. « Adolescent adjustment to parenthood : A cross-cultural perspective ». Thesis, The University of Arizona, 1990. http://hdl.handle.net/10150/291864.
Texte intégralMun, Jae Hong Daniel. « Transformation of cross-cultural Korean leaders in Taiwanese churches ». Thesis, Biola University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3619662.
Texte intégralTaiwan and Korea have been categorized in the same cluster of Confucian and hierarchical cultures. However, Korean missionary pastors in Taiwan experience significant cross-cultural differences that directly affect the effectiveness of their leadership among Taiwanese congregants.
This study discloses the four factors contributing to the effectiveness of select Korean missionary pastors: (a) personal traits, (b) interaction on cross-cultural issues, (c) trust, and (d) spirituality. Working as a whole, four key factors result in a four-fold transformation of leadership: (a) leaders responded to cross-cultural encounters with cognitive discernment, (b) which resulted in movement from authoritarian to servant leadership, (c) which fostered trust among followers, (d) which resulted in movement from servant to transformational leadership.
The theory in this study on the effectiveness of cross-cultural leaders in Taiwanese context is derived from the ground theory study using in-depth semi-structured interviews, and participant observation.
Morrell, Alicia Montana. « Assessing the development of intercultural sensitivity gained through the domestic experiences of first year students ». Scholarly Commons, 2008. https://scholarlycommons.pacific.edu/uop_etds/698.
Texte intégralMan, Daisy Wailing. « Cross-cultural study of test-wiseness ». Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/28772.
Texte intégralEducation, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
Hussain, Afraa Salah. « UAE Preschool Teachers' Attitudes toward Inclusion Education by Specialty and Cultural Identity ». Thesis, Walden University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10598968.
Texte intégralInclusion of children with special education needs into public classrooms in United Arab Emirates applied in 2006. The application of inclusion programs started in high schools, and followed by elementary schools and preschools. Teachers’ attitudes toward inclusion evaluated among high school and elementary teachers but not among preschool teachers. The effect of the cultural background of teaching staff on inclusion education not evaluated in a UAE preschool. The purpose of this quantitative study was to examine the effect of educational specialty and culture on teachers’ attitudes toward an inclusion education system in United Arab Emirates. The theory of planned behavior of Ajzan (1991) used in this study to explain teachers’ attitudes. This quantitative study evaluated teachers’ attitudes toward inclusion education through a distributed questionnaire, including a demographics form and a STATIC scale for evaluating teachers’ attitudes. A two-factor ANOVA used to test the effects of teachers’ specialty and cultural background on STATIC scores. Findings showed a main effect of preschool teachers’ cultural identity on their attitudes toward inclusion education. Teachers with Asian identity showed better attitudes toward inclusion education than Gulf identity or African identity teachers. No differences found between preschool teachers’ specialty (general and special education teachers) on their attitudes toward inclusion education. This study will contribute to social change by providing valuable knowledge about UAE preschool teachers’ attitudes toward the application of inclusion education to improve the inclusion classrooms settings and environment.
Livres sur le sujet "Inclusive education – cross-cultural studies"
Len, Barton, et Armstrong Felicity, dir. Policy, experience and change : Cross-cultural reflections on inclusive education. Dordrecht, The Netherlands : Springer, 2007.
Trouver le texte intégralRafael, Bell Rodríguez, Musibay Martínez Ileana et Cátedra Andrés Bello para la Educación Especial., dir. Pedagogía y diversidad. Ciudad de La Habana : Casa Editora Abril, 2001.
Trouver le texte intégralNational Association of Student Personnel Administrators (U.S.), dir. Creating inclusive campus environments : For cross-cultural learning and student engagement. [Washington, D.C.] : NASPA, 2008.
Trouver le texte intégralJ, Vitello Stanley, et Mithaug Dennis E, dir. Inclusive schooling : National and international perspectives. Mahwah, N.J : L. Erlbaum Associates, 1998.
Trouver le texte intégralRosemary, Sage, dir. Meeting the needs of students with diverse backgrounds. New York, NY : Continuum International Pub. Group, 2009.
Trouver le texte intégralCraven, Rhonda G. Inclusive education for students with intellectual disabilities. Charlotte, North Carolina : Information Age Publishing, Inc., 2015.
Trouver le texte intégralSasamoto, Ken. Shōgai no aru kodomo no kyōiku seido no kokusai hikaku ni kansuru kisoteki kenkyū : Waga kuni no genjō to kongo no hōkōsei o fumaete : (Heisei 20-nendo) kenkyū seika hōkokusho. Yokosuka-shi : Kokuritsu Tokubetsu Shien Kyōiku Sōgō Kenkyūjo, 2009.
Trouver le texte intégralR, Mitchell David, dir. Contextualizing inclusive education : Evaluating old and new international paradigms. New York : RoutledgeFalmer, 2004.
Trouver le texte intégralKeith, Ballard, dir. Inclusive education : International voices on disability and justice. London : Falmer Press, 1999.
Trouver le texte intégral1946-, Nes Kari, et Strømstad Marit 1945, dir. Developing inclusive teacher education. New York : Routledge, 2003.
Trouver le texte intégralChapitres de livres sur le sujet "Inclusive education – cross-cultural studies"
Sofii, Nataliia, Oksana Fedorenko, Iryna Novyk, Heidi Harju-Luukkainen et Jonna Kangas. « Interprofessional Collaboration for Inclusive Education in Early Childhood Education and Care in Ukraine ». Dans Critical Cultural Studies of Childhood, 61–77. Cham : Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-34023-9_5.
Texte intégralLuitel, Bal Chandra, et Peter Charles Taylor. « “What Is Ours and What Is Not Ours?” : Inclusive Imaginings of Contextualised Mathematics Teacher Education ». Dans Cultural Studies and Environmentalism, 385–408. Dordrecht : Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-3929-3_33.
Texte intégralRagnarsdóttir, Hanna. « Family-Professional Collaboration in Inclusive Early Childhood Education in Iceland—Multilingual Families and Children ». Dans Critical Cultural Studies of Childhood, 229–44. Cham : Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-34023-9_14.
Texte intégralAlišauskienė, Stefanija, Natallia Bahdanovich Hanssen et Daiva Kairienė. « Introduction to Interprofessional and Family-Professional Collaboration for Inclusive Early Childhood Education and Care ». Dans Critical Cultural Studies of Childhood, 1–11. Cham : Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-34023-9_1.
Texte intégralKaufmann, Hans Rüdiger, Anna Kurth, Shranjani Shukla, Tirrel Henning et Lars Schäffner. « Inclusive Online Collaborative Learning Environments in Vocational Education ». Dans Palgrave Studies in Cross-disciplinary Business Research, In Association with EuroMed Academy of Business, 241–70. Cham : Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-07769-2_12.
Texte intégralSæther, Eva. « The Art(s) of Getting Lost : Halting Places for Culturally Responsive Research Methods ». Dans The Politics of Diversity in Music Education, 15–27. Cham : Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65617-1_2.
Texte intégralTimmons, Vianne. « Towards Inclusive Education in Canada ». Dans Policy, Experience and Change : Cross-Cultural Reflections on Inclusive Education, 133–46. Dordrecht : Springer Netherlands, 2008. http://dx.doi.org/10.1007/978-1-4020-5119-7_10.
Texte intégralLavia, Jennifer. « Inclusive Education in Trinidad and Tobago ». Dans Policy, Experience and Change : Cross-Cultural Reflections on Inclusive Education, 107–22. Dordrecht : Springer Netherlands, 2008. http://dx.doi.org/10.1007/978-1-4020-5119-7_8.
Texte intégralChimedza, Robert. « Disability and Inclusive Education in Zimbabwe ». Dans Policy, Experience and Change : Cross-Cultural Reflections on Inclusive Education, 123–32. Dordrecht : Springer Netherlands, 2008. http://dx.doi.org/10.1007/978-1-4020-5119-7_9.
Texte intégralBautista, Alfredo, Jimmy Yu, Kerry Lee et Jin Sun. « Impact of Play-Based Pedagogies in Selected Asian Contexts : What Do We Know and How to Move Forward ? » Dans Effective Teaching Around the World, 473–88. Cham : Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-31678-4_21.
Texte intégralActes de conférences sur le sujet "Inclusive education – cross-cultural studies"
Ediyanto, Ediyanto, Dimas Arif Dewantoro, Dwi Mega Pratiwi, Imroatin Octavianis, Siti Mas’ula, Muya Barida et Ranti Novianti. « Science Teacher Attitudes Towards Inclusive Education in Malang City : A Cross-Sectional Analysis with their Gender ». Dans 2nd World Conference on Gender Studies (WCGS 2021). Paris, France : Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220304.030.
Texte intégralSijuola, Rasaq. « Inclusive Education for People Living with Disabilities in Nigeria ». Dans 15th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2022. http://dx.doi.org/10.22616/reep.2022.15.018.
Texte intégralJeong Park, Hye, Huiwon Lim et Yongyeon Cho. « Understanding Students’ Diversity in Inclusive Design : A Review of Literature on Students’ Empathy and Prosocial Motivation from Cultural Differences ». Dans 14th International Conference on Applied Human Factors and Ergonomics (AHFE 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1003346.
Texte intégralLopez Mateu, Vicente, et Teresa Pellicer Armiñana. « "Design for All” in Architectural Heritage conservation : the technology challenge ». Dans CARPE Conference 2019 : Horizon Europe and beyond. Valencia : Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/carpe2019.2019.10565.
Texte intégralSapoetra, J. « Cross-Cultural Studies and Pragmatic Awareness ». Dans Proceedings of The 1st Workshop Multimedia Education, Learning, Assessment and its Implementation in Game and Gamification, Medan Indonesia, 26th January 2019, WOMELA-GG. EAI, 2019. http://dx.doi.org/10.4108/eai.26-1-2019.2282940.
Texte intégralKurbakova, Svetlana, Elena Kulikova, Oksana Savkina et Alexander Kurbakov. « CROSS-CULTURAL STUDIES AND INTERCULTURAL COMMUNICATION : NEW CHALLENGES AND OPPORTUNITIES ». Dans 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.1671.
Texte intégralMocanu, Mariana, et Cristina Nichimis. « CULTURE - DIGITAL TECHNOLOGY NEXUS FOR A NEW ERA IN EDUCATION ». Dans eLSE 2018. Carol I National Defence University Publishing House, 2018. http://dx.doi.org/10.12753/2066-026x-18-114.
Texte intégralAn, Jing, et Caixia Lv. « Research on Multi-ethnic Cross-cultural Education Guided by National Communication and Integration ». Dans 2nd International Conference on Education Studies : Experience and Innovation (ICESEI 2021). Paris, France : Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.211217.024.
Texte intégralLatiolais, Ashlie, et Phanat Xanamane. « Cultural & ; Climatic Actors : Shifting Roles of Architects and Practice ». Dans AIA/ACSA Intersections Conference. ACSA Press, 2020. http://dx.doi.org/10.35483/acsa.aia.inter.20.1.
Texte intégralOkyay, Gülce Güleycan, et Demet Ulusoy Binan. « An Odyssey to Heritage Education : The Inspiring Example of Bergama and Its Communities ». Dans HERITAGE2022 International Conference on Vernacular Heritage : Culture, People and Sustainability. Valencia : Universitat Politècnica de València, 2022. http://dx.doi.org/10.4995/heritage2022.2022.15462.
Texte intégralRapports d'organisations sur le sujet "Inclusive education – cross-cultural studies"
Minkanic, Michelle, et Emily Tran. Socioeconomic and Cultural Factors Influencing Type of Hormonal Contraceptive Use in Women in Developed vs Under-Developed Geographic Areas. Science Repository, avril 2024. http://dx.doi.org/10.31487/j.cei.2024.01.01.
Texte intégralMcEntee, Alice, Sonia Hines, Joshua Trigg, Kate Fairweather, Ashleigh Guillaumier, Jane Fischer, Billie Bonevski, James A. Smith, Carlene Wilson et Jacqueline Bowden. Tobacco cessation in CALD communities. The Sax Institute, juin 2022. http://dx.doi.org/10.57022/sneg4189.
Texte intégralMehmood, Hamid, Surya Karthik Mukkavilli, Ingmar Weber, Atsushi Koshio, Chinaporn Meechaiya, Thanapon Piman, Kenneth Mubea, Cecilia Tortajada, Kimberly Mahadeo et Danielle Liao. Strategic Foresight to Applications of Artificial Intelligence to Achieve Water-related Sustainable Development Goals. United Nations University Institute for Water, Environment and Health, avril 2020. http://dx.doi.org/10.53328/lotc2968.
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