Miles, Susie
Schools for All.
Including disabled children in education.
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[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.).
Schlagwörter
Integrative Pädagogik, Bildung für alle, Chancengleichheit, Gesellschaft, Begriff, Soziale Herkunft, Begriff, Bildungspolitik, Chancengleichheit, Finanzierung, Gesellschaft, Großbritannien, Schule, Schulreform, Schulverwaltung, Welt, Sonderpädagogik, Bildungspolitik, Schulreform, Soziale Herkunft, Definition, Schule, Schulsystem, Schulverwaltung, Lehrerausbildung, Lernumgebung, Inklusion, Menschenrechte, Finanzierung, Sonderpädagogik, Definition, Welt, Benachteiligtes Kind, Großbritannien,
| Quelle | London: Save the Children (2002), 83 S., URL des Volltextes: http://www.eenet.org.uk/resources/docs/schools_for_all.pdf |
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| Beigaben | grafische Darstellungen |
| Sprache | englisch |
| Dokumenttyp | Monographie |
