Miles, Susie
Schools for All.
Including disabled children in education.
[ Schools for All.Report a broken link ]
[The] experience from Save the Children and partners globally demonstrates that improvements in education quality go hand-in-hand with inclusion and access, quality, responsive learning environments will benefit all children and are fundamental to including marginalised groups like disabled children in education. These guidelines are primarily aimed at education staff trying to develop inclusive education practices, focussing on including disabled children in schools. While this book focuses on disabled children, [the authors] hope it will be useful for developing general inclusive education practices. Community groups and non-governmental organisations, as well as people working in community-based rehabilitation (CBR) and the wider disability context, could also use these guidelines to provide input into inclusive education work. While the guidelines focus primarily on schools, much of the information is still relevant to readers working in out-of-school situations. (In Chapter 1, are also defined key terms such as 'inclusive', 'special' and 'integrated' education.) (DIPF/Orig.).
Keywords
Integrative education, Education for all, Equal opportunity, Society, Social origin, Educational policy, Equal opportunity, Funding, Society, United Kingdom, School, School reform, School administration, World, Special education for the handicapped, Educational policy, School reform, Social origin, School, School system, School administration, Teacher education, Educational Environment, Inclusion, Human rights, Funding, Special education for the handicapped, World, Deprived child, United Kingdom,
| Quelle | London: Save the Children (2002), 83 S., URL des Volltextes: http://www.eenet.org.uk/resources/docs/schools_for_all.pdf |
|---|---|
| Beigaben | grafische Darstellungen |
| Language | englisch |
| Document type | Monographie |
