Educational strategies and policy: inclusion

An honest confrontation of systemic racism in faculty hiring-and what to do about itWhile colleges and universities have been lauded for increasing student diversity, these same institutions have failed to achieve any comparable diversity among their faculty.

Considering a neurodivergent world is vital in society today, and even more so in the classroom.

This collection provides a wide array of concrete and inspiring "e;playful"e; approaches to teaching in a range of higher education contexts and discipline areas, grounded in the learning sciences and within a future-oriented revisioning of the university learning environment.

This edited volume brings together ongoing professional conversations about diverse childrens books and the role and function of nonfiction and informational text in K8 classrooms.

This book explores key issues on the relational and operational dimension of the professional actions aimed at ensuring the well-being and inclusion of migrants in the reception system.

Despite growing attention and focus, the issues with refugee access, participation, and success in higher education detailed in the first edition stubbornly remain, magnified by intensifying international conflict, as well as the impacts of COVID on universities.

This edited collection brings empirical, theoretical, and conceptual work related to learning spaces and practices that draw on the convergence of nature, humans, and the digital, in order to contribute to transformative action (that is likely) to effect change.

Esta obra es una invitación para todos aquellos que creemos en la diversidad, en que cada persona es única y que la suma de potencialidades cambia su historia.

En 2002, un grupo de docentes de escuelas rurales de Chamical (La Rioja) tuvo la oportunidad de participar en un proyecto de capacitación en Lengua.

Este libro cuestiona la inclusión tal como está planteada en la actualidad y postula la construcción conjunta de nuevas perspectivas.

El libro presenta una nueva discusión desde parámetros de sumo interés.

La Convención de los Derechos de las Personas con Discapacidad y otras normativas entienden la educación inclusiva como una instancia superadora de la integración escolar que abarca transformaciones institucionales y formativas de las escuelas comunes y revoluciona sus prácticas tradicionales.

Un espacio-puente es una propuesta educativa en sentido amplio; se concibe como un espacio educativo individual y/o colectivo transitorio, situacional y contextual, que sirve de puerta de entrada para la inclusión de niños, niñas y jóvenes en el sistema educativo, en el nivel pertinente para su trayectoria escolar.

La gestión desde las diversidades compromete a todos los educadores a impulsar acciones concretas para garantizar el derecho a la educación con perspectiva inclusiva.

Las autoras que integran este tomo comparten sus saberes, experiencias y propuestas para reflexionar acerca de cómo transitar, de manera cuidadosa, los procesos de inclusión de niñas y niños con alguna discapacidad en el Nivel Inicial, ayudando a imaginar trayectorias educativas interesantes, desde una perspectiva ética y responsable.

¿Qué papel juegan las imágenes, el cuerpo, las fantasías, el tiempo, los sueños, las ficciones y la discapacidad en la infancia?

La gestión escolar es una construcción colectiva y contingente que tiene en la escuela su condición de posibilidad y su ámbito de existencia, y la dirección de la escuela representa el núcleo duro de la gestión, como articulador, negociador e interlocutor entre la administración central y la institución.

El fenómeno del bullying no es nuevo, es tan antiguo como la escuela misma.

This edited book explores the complex and multifaceted connections between education and migration in an Asian context from multiple perspectives.

This book provides school leaders and teachers with research-based theories and models on systems thinking and on inclusive education.

This volume provokes conversations and reflections on the most appropriate methodologies to pursue Career Development Learning (CDL) research within the framework of the Sustainable Development Goals (SDG)s.

This book offers a comprehensive overview of how inclusion for students with special educational needs (SEN) has developed and is continuing to evolve in mainstream schools across the Asia-Pacific region.

This book addresses, and seeks to harmonise, different paradigms for understanding school bullying.

This book stems from the 2019 meeting of the UNESCO UNITWIN international network for Arts Education Research for Cultural Diversity and Sustainable Development.

This book explores contemporary perspectives and research on inclusion, providing a platform for discussing inclusion at an international level and its intersections with belonging and equity.

This book investigates the educational equity in China from multiple perspectives, including rural and urban educational equity, interschool educational equity, Eastern and Western educational equity and administrative policies related to the educational equity.

The ever-shifting cultural and linguistic landscapes in contemporary societies create new urgency for an intersectional thematic study of diversity, philosophy, and education.

The Open Book is a radical genre blend: it is an experimental co-memoir exploring the role of writing in academia.

This edited volume is the result of a collaborative project of Indigenous graduate education training and higher education-tribal institution partnerships in the southwestern United States.

The book describes the experience of Rafael Calderon-Almendros (the first person with Down syndrome to obtain a professional music degree in Spain) and his family.

Inclusive education has emerged internationally over the past thirty years as a way of developing democratic citizenship.

How do we articulate the possibilities, limitations and challenges of inclusive schooling and education in African contexts?

People throughout the world have creative minds with unlimited potential for change.

This book covers issues that pertain to high-need schools but the authors challenge the distinctions made in the research and reason that the issues are relevant to all schools.

For more than three decades, researchers, policy makers and educationalists have all harboured great expectations towards the use of technology in schools.

NextGeners bring vibrant life experiences, risk taking, and creativity into the classroom.

Technology has become ubiquitous in nearly every contemporary situation, while digital media have acquired considerable importance in the lives of young people.

The Creative Enterprise of Mathematics Teaching Research presents the results and methodology of work of the teaching-research community of practice of the Bronx (TR Team of the Bronx).

Dotted with lively dialogues that illustrate concrete issues, From Exclusion to Excellence: Building Restorative Relationships to Create Inclusive Schools is a practical guide to creating inclusive schools.

Many Canadian children from minority status groups experience long-term academic complexities, influencing their sense of school belonging and engagement.

Rooted in diverse cultures and in distinct regions of the world, Indigenous people have for generations created, maintained, and negotiated clear and explicit relationships with their environments.

Education systems worldwide will only successfully serve the needs of people with disability when we inclusively examine and address disabling issues that currently exist at school level education as well as further and higher education and beyond.

Young people who are considered 'vulnerable' or 'at risk' are a particular target of various policies, schemes and interventions.

This book is a comprehensive study and guide for the classroom teacher, the gifted program coordinator, and the graduate student, who are challenged daily to provide for individual children who differ markedly but come under the umbrella of giftedness.

Equality in Education: Fairness and Inclusion is a scholarly call to action.

Who are we with-and without-families?

Are you having trouble in finding Tier II intervention materials for elementary students who are struggling in math?

This book considers teaching in modern institutional settings, among other things, as the ethical questioning and reversal of passively accepted prejudices, particularly in contexts of diversities and inequalities.

This book considers teaching in modern institutional settings, among other things, as the ethical questioning and reversal of passively accepted prejudices, particularly in contexts of diversities and inequalities.