Global Inclusive Education
Language: English
Published by Springer International Publishing, 2022
Series: Book 8 of 9 - Inclusive Learning and Educational Equity
- Hardcover
- New
Condition: New
£ 79.44
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Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Offers a powerful tool to improve practices, cultures and policies for better school inclusionPresents the contributions of renowned researchers from different Spanish and international universitiesDiscusses relevant issues for teachers, ed.
Seller Inventory # 611592357
- Title
- Global Inclusive Education
- Publisher
- Springer International Publishing
- Publication year
- 2022
- Condition
- New
- Binding
- Gebunden
- Language
- English
- ISBN 10
- 3031114752
- ISBN 13
- 9783031114755
- Series
- Book 8 of 9: Inclusive Learning and Educational Equity
- Seller catalogs
- Sozialwissenschaften/Recht/Wirtschaft
This book addresses issues related to school inclusion from the perspective of systemic inclusion. It focuses on the need to face the challenges of inclusion in education from a broad perspective, including the classroom, the school as an institution, families, and the community. It also pays attention to the full interactions between them. The book demonstrates how inclusion can be carried out in very real, concrete and everyday ways. It also shows how researchers can work hand in hand with the professionals and other stakeholders who are developing their practices day by day.
The book draws on a range of research projects of the Spanish and international research groups to provide both rich theoretical frameworks and rigorous research outcomes related to the four dimensions of the systemic inclusion perspective and its necessary networking: classroom, school, families and the community. Most of the chapters take Spain as the case study but, far from being a local book, it uses Spanish analysis to dialogue universally with current main debates and challenges in inclusion, almost 30 years after the Salamanca Statement.
"Synopsis" may belong to another edition of this title.
About the Author
Jordi Collet Associate Professor of Sociology of Education at the University of Vic – Central University of Catalonia (Barcelona). Former vice-rector for research and knowledge transfer (2019–2022). Visiting academic at the UCL – Institute of Education (London). He does research and co-constructs applied projects about family education, family-school relationship, educating cities and communities, school segregation, equity in education, education policy, education as a common, and inclusive education.
Mila Naranjo Associate Professor of Educational Psychology at the University of Vic – Central University of Catalonia (Barcelona). She has worked in Barcelona Municipal Institute of Education, the University of Barcelona and Open University of Catalonia. She has been participating in projects funded by the National Plan of R&D&I of the government of Spain (SEJ2006-01495/EDUC, EDU2009-08220-E, EDU-2010-19140, EDU2015-66856-R) about inclusion and cooperative learning. She has conducted research and published papers on inclusive assessment and cooperative learning.
Jesús Soldevila-Pérez Associate Professor at the University of Vic – Central University of Catalonia (Barcelona). He was visiting academic (2006–2007 – Prof Nicola Cuomo) at Università di Bologna (Italy) and (2019 – Prof Martin Mills) at UCL – Institute of Education (UK). He is currently the coordinator of the Research Group on Attention to Diversity. He is the educational advisor in the Down Catalonia organization. He has been participating in projects funded by the National Plan of R&D&I of the Government of Spain (SEJ2006-01495/EDUC, EDU2009-08220-E, EDU-2010-19140, EDU2015-66856-R) on inclusion and cooperative learning.
"About the title" may belong to another edition of this title.
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