Special educational needs and inclusive practices: an international perspective

Research output: Book/anthology/dissertation/reportBook

Standard

Special educational needs and inclusive practices : an international perspective. / Dovigo, Fabio; Allodi Westling, Mara; Booth, Tony; Brokamp, Barbara; Ferri, Beth A.; Nes, Kari.

Rotterdam : Brill | Sense, 2016. 244 p. (Studies in Inclusive Education, Vol. 33).

Research output: Book/anthology/dissertation/reportBook

Harvard

Dovigo, F, Allodi Westling, M, Booth, T, Brokamp, B, Ferri, BA & Nes, K 2016, Special educational needs and inclusive practices: an international perspective. Studies in Inclusive Education, vol. 33, Brill | Sense, Rotterdam.

APA

Dovigo, F., Allodi Westling, M., Booth, T., Brokamp, B., Ferri, B. A., & Nes, K. (2016). Special educational needs and inclusive practices: an international perspective. Brill | Sense. Studies in Inclusive Education, Vol.. 33

CBE

Dovigo F, Allodi Westling M, Booth T, Brokamp B, Ferri BA, Nes K 2016. Special educational needs and inclusive practices: an international perspective. Rotterdam: Brill | Sense. 244 p. (Studies in Inclusive Education, Vol. 33).

MLA

Dovigo, Fabio et al. Special educational needs and inclusive practices: an international perspective Rotterdam: Brill | Sense. 2016. (Studies in Inclusive Education, Vol. 33).

Vancouver

Dovigo F, Allodi Westling M, Booth T, Brokamp B, Ferri BA, Nes K. Special educational needs and inclusive practices: an international perspective. Rotterdam: Brill | Sense, 2016. 244 p. (Studies in Inclusive Education, Vol. 33).

Author

Dovigo, Fabio ; Allodi Westling, Mara ; Booth, Tony ; Brokamp, Barbara ; Ferri, Beth A. ; Nes, Kari. / Special educational needs and inclusive practices : an international perspective. Rotterdam : Brill | Sense, 2016. 244 p. (Studies in Inclusive Education, Vol. 33).

Bibtex

@book{d73b58fc5d5341759f5299561b1b3df1,
title = "Special educational needs and inclusive practices: an international perspective",
abstract = "Today, school is becoming a rapidly changing learning environment. Thinking about students as a homogeneous population is no longer allowed, as diversity – in terms of culture, language, gender, family organisation, learning styles and so on – has emerged as a key challenge for education today.The debate on Special Educational Needs largely reflects this challenge, as working in school implies careful reconsideration of what we mean by “normal” and “special”. Current educational intervention is generally based on a deficit and “within-child” model of facing SEN, whereas very little attention is given to the role of learning environments. The focus is on the child more than on the whole class, and on cognition and technical provisions more than on affective, sociocultural and community dimensions of learning. Conversely, regarding students and their needs as “hidden voices” allows us to adopt a transformative approach which sees diversity as a stimulus for the development of educational practices that might benefit all children and help school to become an inclusive and “moving” organisation.The aim of the book is twofold: on the one hand, it offers a systematic overview of the inclusive education state-of-the-art in six countries (Germany, Italy, Norway, Sweden, UK, and USA) based on the contributions by well-known scholars such as Christy Ashby, Barbara Brokamp, Fabio Dovigo, Kari Nes, Mara Westling Allodi, Tony Booth, and Beth Ferri; on the other hand, the book analyses five cases of good practices of inclusion related to different subjects and school levels",
keywords = "Special educational needs, Inclusive education, School, Teachers, Curriculum, Values, School organizstion, Good practices, Participation, Barriers, Specialp{\ae}dagogik, Grundskole, Inklusion",
author = "Fabio Dovigo and {Allodi Westling}, Mara and Tony Booth and Barbara Brokamp and Ferri, {Beth A.} and Kari Nes",
year = "2016",
language = "English",
isbn = "978-94-6300-857-0",
series = "Studies in Inclusive Education",
publisher = "Brill | Sense",

}

RIS

TY - BOOK

T1 - Special educational needs and inclusive practices

T2 - an international perspective

AU - Dovigo, Fabio

AU - Allodi Westling, Mara

AU - Booth, Tony

AU - Brokamp, Barbara

AU - Ferri, Beth A.

AU - Nes, Kari

PY - 2016

Y1 - 2016

N2 - Today, school is becoming a rapidly changing learning environment. Thinking about students as a homogeneous population is no longer allowed, as diversity – in terms of culture, language, gender, family organisation, learning styles and so on – has emerged as a key challenge for education today.The debate on Special Educational Needs largely reflects this challenge, as working in school implies careful reconsideration of what we mean by “normal” and “special”. Current educational intervention is generally based on a deficit and “within-child” model of facing SEN, whereas very little attention is given to the role of learning environments. The focus is on the child more than on the whole class, and on cognition and technical provisions more than on affective, sociocultural and community dimensions of learning. Conversely, regarding students and their needs as “hidden voices” allows us to adopt a transformative approach which sees diversity as a stimulus for the development of educational practices that might benefit all children and help school to become an inclusive and “moving” organisation.The aim of the book is twofold: on the one hand, it offers a systematic overview of the inclusive education state-of-the-art in six countries (Germany, Italy, Norway, Sweden, UK, and USA) based on the contributions by well-known scholars such as Christy Ashby, Barbara Brokamp, Fabio Dovigo, Kari Nes, Mara Westling Allodi, Tony Booth, and Beth Ferri; on the other hand, the book analyses five cases of good practices of inclusion related to different subjects and school levels

AB - Today, school is becoming a rapidly changing learning environment. Thinking about students as a homogeneous population is no longer allowed, as diversity – in terms of culture, language, gender, family organisation, learning styles and so on – has emerged as a key challenge for education today.The debate on Special Educational Needs largely reflects this challenge, as working in school implies careful reconsideration of what we mean by “normal” and “special”. Current educational intervention is generally based on a deficit and “within-child” model of facing SEN, whereas very little attention is given to the role of learning environments. The focus is on the child more than on the whole class, and on cognition and technical provisions more than on affective, sociocultural and community dimensions of learning. Conversely, regarding students and their needs as “hidden voices” allows us to adopt a transformative approach which sees diversity as a stimulus for the development of educational practices that might benefit all children and help school to become an inclusive and “moving” organisation.The aim of the book is twofold: on the one hand, it offers a systematic overview of the inclusive education state-of-the-art in six countries (Germany, Italy, Norway, Sweden, UK, and USA) based on the contributions by well-known scholars such as Christy Ashby, Barbara Brokamp, Fabio Dovigo, Kari Nes, Mara Westling Allodi, Tony Booth, and Beth Ferri; on the other hand, the book analyses five cases of good practices of inclusion related to different subjects and school levels

KW - Special educational needs

KW - Inclusive education

KW - School

KW - Teachers

KW - Curriculum

KW - Values

KW - School organizstion

KW - Good practices

KW - Participation

KW - Barriers

KW - Specialpædagogik

KW - Grundskole

KW - Inklusion

M3 - Book

SN - 978-94-6300-857-0

T3 - Studies in Inclusive Education

BT - Special educational needs and inclusive practices

PB - Brill | Sense

CY - Rotterdam

ER -