作者: 真實(shí)的人 時(shí)間: 2025-3-21 23:36
Inclusion from the Classroom to Families and the Community: Global Inclusive Educationand future challenges that the book seeks to address. This chapter also has a second part that provides a brief explanation of the structure of the book and how the various chapters can contribute to improving practices from the classroom to the community, as well as a response to the challenges set作者: PRISE 時(shí)間: 2025-3-22 02:52
My (School) Life Is Expendable: Radicalizing the Discourse Against the Miseries of the School Systemhe opportunity, or not, to converge with perspectives and proposals such as those of education for social justice, equality and global citizenship. Its purpose is to highlight the way in which systems of oppression intersect and constitute each other, as well as ways to confront them through educati作者: Lumbar-Stenosis 時(shí)間: 2025-3-22 07:10 作者: 鎮(zhèn)壓 時(shí)間: 2025-3-22 12:47 作者: BRAND 時(shí)間: 2025-3-22 13:07
Students’ Voices and Inclusive Education for a Democratic Educationre then described, followed by attempts to explore how a democratic school is conceived in relation to student participation. Finally, different challenges and opportunities that emerge in primary and secondary schools that adopt student voice approaches are discussed, in order to understand the lin作者: BRAND 時(shí)間: 2025-3-22 20:28
Global Inclusive Education: Challenges for the Futuref educational assessment that are not based on competitiveness, instrumentality, rankings and exclusion; it is essential that the approach to the study of inclusion in the various educational contexts avoids simply describing and accumulating quantitative data; and finally, the Global Inclusive Educ作者: 北極人 時(shí)間: 2025-3-22 22:22 作者: 教義 時(shí)間: 2025-3-23 02:18 作者: Diatribe 時(shí)間: 2025-3-23 05:54 作者: cauda-equina 時(shí)間: 2025-3-23 11:36
Wenn weniger mehr wird: die Technik der ,known in inclusive education – also become part of the narratives of families to address these three dimensions. The chapter concludes with five issues related to families that can be both a risk or an opportunity for inclusive education.作者: 邊緣 時(shí)間: 2025-3-23 15:01
https://doi.org/10.1057/9780230373792re then described, followed by attempts to explore how a democratic school is conceived in relation to student participation. Finally, different challenges and opportunities that emerge in primary and secondary schools that adopt student voice approaches are discussed, in order to understand the lin作者: biopsy 時(shí)間: 2025-3-23 19:01 作者: IOTA 時(shí)間: 2025-3-24 01:29
2512-1499 uses Spanish analysis to dialogue universally with current main debates and challenges in inclusion,?almost 30?years?after?the Salamanca Statement..978-3-031-11478-6978-3-031-11476-2Series ISSN 2512-1499 Series E-ISSN 2512-1510 作者: CHYME 時(shí)間: 2025-3-24 05:50
Book 2022ty.?Most of the chapters take Spain as the case study but, far from being a local book, it uses Spanish analysis to dialogue universally with current main debates and challenges in inclusion,?almost 30?years?after?the Salamanca Statement..作者: Inflated 時(shí)間: 2025-3-24 07:39
Stephen F. Frowen,Robert Pringles of children. And those communities that do not share the principles of an inclusive education with rights, equity and justice for all children are causing significant harm, as some of the research we present shows, to the processes of inclusion that are often present within schools.作者: 圓木可阻礙 時(shí)間: 2025-3-24 11:52 作者: Atmosphere 時(shí)間: 2025-3-24 15:32 作者: 下級(jí) 時(shí)間: 2025-3-24 20:30 作者: UTTER 時(shí)間: 2025-3-24 23:32
Demand for Non-‘Commodity’ Exportsses are discussed and exemplified, as well as the main phases in which these processes are situated. The complementarity of both strategies is highlighted and pending issues and proposals to advance the design and development of improvement processes from that complementarity are discussed.作者: 裙帶關(guān)系 時(shí)間: 2025-3-25 03:50 作者: Metastasis 時(shí)間: 2025-3-25 07:43
Strategies for Improving Educational Practices in an Inclusive Direction: Collaborative Consultationses are discussed and exemplified, as well as the main phases in which these processes are situated. The complementarity of both strategies is highlighted and pending issues and proposals to advance the design and development of improvement processes from that complementarity are discussed.作者: 真繁榮 時(shí)間: 2025-3-25 15:32
Radical Teachers Striving for a More Socially Just Education System: An ‘Homage to Catalonia’ in critiquing the mainstream education sector while still working from within it, their subsequent trajectories out of the sector, and their different attempts at building a new, more inclusive and socially just education system through utopian thinking and practice.作者: Increment 時(shí)間: 2025-3-25 19:37 作者: HAIRY 時(shí)間: 2025-3-25 22:04 作者: 禮節(jié) 時(shí)間: 2025-3-26 01:35
978-3-031-11478-6The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerl作者: 彎彎曲曲 時(shí)間: 2025-3-26 06:40
Global Inclusive Education978-3-031-11476-2Series ISSN 2512-1499 Series E-ISSN 2512-1510 作者: Melanocytes 時(shí)間: 2025-3-26 08:53
G. Walker,H. Deeming,C. Margottini,S. Menonible to state that if we wish to build a real, fair and effective inclusive education for all pupils, it can only be done if this perspective integrates the classroom, school, families and community. We, therefore, develop the Global Inclusive Education (GIE) perspective, which gathers together all t作者: 分貝 時(shí)間: 2025-3-26 14:47
https://doi.org/10.1007/978-1-4684-7779-5cial justice. To support this task, we draw on the mass of theoretical, experiential and practical knowledge that has accumulated on this topic, at an almost exponential rate, since the 1990s, and that has enabled for significant progress. But certain questions have also been raised that need to be 作者: 表否定 時(shí)間: 2025-3-26 17:51
Consolidation and Looking Ahead,en developed in Spain, from the 1990s up to the present day, with the . and the “Helping to Teach to Cooperate” strategy. In the first part, we will deal with the main scientific references that underlie this proposal, paying special attention to some reviews that analyse the links between cooperati作者: abstemious 時(shí)間: 2025-3-26 21:46
Demand for Non-‘Commodity’ Exportsative consultation for the improvement of teaching practices and participatory research. Both strategies are characterised by a collaborative approach and by understanding inclusion not only as an objective for the improvement of educational practices but also as the necessary issue of the improveme作者: interior 時(shí)間: 2025-3-27 02:50
https://doi.org/10.1007/978-3-8349-7176-0ation with anarchist ideals in their practice and views of education. Drawing on scholarship around anarchist thinking and education, social justice, and utopian frameworks, we explore how these radical teachers envision and work towards a more inclusive and socially just education system (and socie作者: 消極詞匯 時(shí)間: 2025-3-27 08:52
Wenn weniger mehr wird: die Technik der ,the key actors in inclusive education: families. Furthermore, in both countries, the participation of families has been placed in the centre of current educational policies in order to promote a school system based on equity and social justice. Specifically, we analyse how different types of familie作者: SOW 時(shí)間: 2025-3-27 09:31 作者: Feedback 時(shí)間: 2025-3-27 17:27 作者: pester 時(shí)間: 2025-3-27 17:47
Conclusions from the Commentarynclusion Perspective as both a tool and a challenge for the future of a more inclusive and fairer education for everyone. The chapter includes six main challenges to face using the Global Inclusive Education perspective. These challenges are: inclusive education and social justice have to be a share作者: heirloom 時(shí)間: 2025-3-27 22:38
Inclusion from the Classroom to Families and the Community: Global Inclusive Educationble to state that if we wish to build a real, fair and effective inclusive education for all pupils, it can only be done if this perspective integrates the classroom, school, families and community. We, therefore, develop the Global Inclusive Education (GIE) perspective, which gathers together all t作者: 松馳 時(shí)間: 2025-3-28 04:04
My (School) Life Is Expendable: Radicalizing the Discourse Against the Miseries of the School Systemcial justice. To support this task, we draw on the mass of theoretical, experiential and practical knowledge that has accumulated on this topic, at an almost exponential rate, since the 1990s, and that has enabled for significant progress. But certain questions have also been raised that need to be 作者: bypass 時(shí)間: 2025-3-28 09:40 作者: lavish 時(shí)間: 2025-3-28 11:08 作者: 干旱 時(shí)間: 2025-3-28 14:59
Radical Teachers Striving for a More Socially Just Education System: An ‘Homage to Catalonia’ation with anarchist ideals in their practice and views of education. Drawing on scholarship around anarchist thinking and education, social justice, and utopian frameworks, we explore how these radical teachers envision and work towards a more inclusive and socially just education system (and socie作者: Digest 時(shí)間: 2025-3-28 21:52
