Meijer, Cor J.W. (Hrsg.)
Inclusive education and classroom practice in secondary education.
Summary report.
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This project Inclusive Education and Classroom Practice in Secondary Education is an extension of the work that has already been completed in relation to primary education. It makes use of the same study framework, goals and methodology. Based on an international literature review, case studies in 14 European countries, expert visits in five countries as well as various discussions involving experts and the European Agency National Co-ordinators, a number of features regarding the development of inclusive classrooms within secondary schools have been identified. These findings could be regarded as possible strategies for improving inclusion within secondary schools. In addition, the country case study reports and the reports of the exchange site visits provide expansion upon some of the strategies identified. In line with the conclusions of the primary school phase study, it can be argued that within the secondary school phase what is good for students with special educational needs (SEN) is good for all students. (DIPF/Orig.).
Schlagwörter
Vergleich, Bildungspolitik, Schule, Sekundarbereich, Schüler, Unterricht, Inklusion, Finanzierung, Sonderpädagogik, Praxis, Benachteiligtes Kind, Deutschland, Europa, Frankreich, Griechenland, Island, Luxemburg, Niederlande, Norwegen, Schweden, Schweiz, Spanien, Österreich,
| Quelle | Odense: European Agency for Development in Special Needs Education (2005), 35 S., URL des Volltextes: https://www.european-agency.org/sites/default/files/inclusive-education-and-classroom-practice-in-secondary-education_iecp_secondary_en.pdf |
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| Sprache | englisch |
| Dokumenttyp | Monographie |
| ISBN | 87-91500-19-2 |
