Special Educational Needs and Inclusive Education: Systems and contextsDavid R. Mitchell Taylor & Francis, 2004 - 520 halaman The field of special educational needs and inclusive education is not only of enormous importance to the study of education as a whole, it also constitutes a site of major debate. Conflicting paradigms include: Changes in the conceptualisation of special needs; The role of assessment; The extent to which students with special needs should and can be educated in regular school settings; The relative weight given to central versus local control of education Pedagogical issues. In all of these paradigm clashes, countries are at different stages in reaching settlements. These difficulties reflect a range of factors, including intellectual traditions, cultural values, economic circumstances, and demography. The articles assembled in this collection provide a global perspective on these debates. The collection as a whole demonstrates how the fields of special education and inclusive education have evolved philosophically and technically over the past 30 years, as well as showing the contemporary state of approaches to educating students with special education needs. |
Isi
paradoxes | 7 |
Whats in a name? | 17 |
comparing pupils development | 30 |
a critique of some frequent | 33 |
Challenges for inclusion within a quality of life model | 38 |
a proposed new term for | 42 |
The challenge of enhancing inclusive education | 49 |
insights on culture | 51 |
Community based rehabilitation in developing countries | 231 |
Peerparent tutoring is it effective? | 232 |
Executive summary Education White Paper 6 | 246 |
Dialectical analysis special needs and schools as organisations | 247 |
Special education for the mildly retarded is much | 261 |
Special needs through school improvement | 265 |
Special education theory and theory talk | 280 |
todays special education and its messages | 305 |
can disability culture and full | 64 |
Equity and advocacy expectations of culturally diverse | 70 |
a materialist critique | 82 |
The impact of inclusion on students with and without | 97 |
Index 529 | 110 |
Inclusive schools movement and the radicalization | 135 |
empirical guidelines and unanswered questions | 139 |
the case for greater | 141 |
Evaluating special education services for learners | 160 |
Disproportionate representation of males in special | 179 |
Inclusive education a case to answer | 184 |
A historical review of technology research in special education | 193 |
Issues of equity in special needs education from | 197 |
glimpses of an Asian heritage | 212 |
democratic themes | 214 |
Inclusive education in the marketplace | 326 |
Market ideologies education and the challenge for inclusion | 342 |
Parental perceptions of inclusive educational placements | 363 |
Declaration on the Rights of Disabled Persons | 379 |
Instruction for students with severe disabilities in general | 420 |
The expansion of special education | 433 |
A review of educational approaches for individuals | 437 |
Including children with a visual impairment in | 446 |
Equity indicators based on the provision of supplemental | 449 |
The Picture Exchange Communication System | 454 |
Restructuring special education funding in New York | 463 |
Expanding views on transition | 470 |
INCLUSIVE EDUCATION | 488 |
Istilah dan frasa umum
analysis argues Artiles assessment behavior child child's disability childhood disability children with disabilities Chuang-tzu classroom concept context curriculum disability category disability culture disability rights movement discourse district diverse education reforms education system equity ethnic evaluation example Exceptional Children experience families funding Gartner gender groups Hispanic identity impairments inclusive classrooms inclusive education individual intellectual disabilities intervention issues Journal of Special labels language learning disabilities London mainstream males Maori mental retardation mentally handicapped minority students National Nirje normalization principle oppression outcomes overrepresentation person perspective placement political practices problem professionals programs pupils racial referred rehabilitation reported segregated social justice social role valorization society special education services special educational needs special needs Special Needs Education special schools strategies students with disabilities students with special suggested teachers term theory Thurlow tion UNESCO values Wolfensberger Ysseldyke