Inhaltsangabe
There is a plethora of material on the subject of school inclusion. However, this material is often weighted towards offering definitions and theories of inclusion. Whilst these are useful and important for understanding international perspectives and approaches, the practical scenarios encountered by teachers, by definition, operate on a completely different level. The aim of this book is to highlight such success. This approach has a focus on the realistic aspect of practising inclusive education and facilitating all levels of teacher educational experience to be clear about what variables are likely to make a difference in practice. This is a book that concentrates on how to make inclusion work from the view of internationally established practitioners in the field of teacher education. Contributors include: Adrian F Ashman, Steven S W Chu, Kevin K H Chung, Peter Clough, Robert Conway, Joanne Deppeler, Roberta Fadda, Fraser Lauchlan, Margo A Mastropieri, Kim Michaud, Nicolien Montessori, Brahm Norwich, Petra Ponte, Diane Richler, Richard Rose, Spencer Salend, Thomas E Scruggs, Roger Slee, Jacqueline S Thousand, Richard A Villa, and Catharine Whittaker.
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Über die Autorin bzw. den Autor
Christopher Boyle is at Charles Sturt University, Australia and Keith Topping is at University of Dundee, Scotland.
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