details
Original Title |
Inclusive education is a multi-faceted concept |
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Parallel title | Inkluzivno izobrazevanje je vecdimenzionalni koncept |
Author | Mitchell, David |
Source | CEPS Journal 5 (2015) 1, S. 9-30 |
Document | full text (320 KB) |
License of the document | |
Keywords (German) | Inklusion; Menschenrechte; Umsetzung; Behinderung; Schüler; Curriculum; Gesetz; Rechtsgrundlage; Anpassung; Leistungsmessung; Unterricht; Unterrichtsmethode; Akzeptanz; Ausstattung; Schule; Bildungspolitik; Schulleitung; Ressourcenorientierung; Zugang |
sub-discipline | Special Education Organisation of Education, Educational Planning, Educational Legislation |
Document type | Article (journal) |
ISSN | 2232-2647; 22322647 |
Language | English |
Year of creation | 2015 |
review status | Peer-Reviewed |
Abstract (English): | With the impetus of the UN Convention on the Rights of People with Disabilities, inclusive education is an idea whose time has arrived around the world. Its scope goes far beyond learners with disabilities and has now been extended to cover all learners with special educational needs, whatever their origins. It also extends beyond the mere placement of such learners in regular classes to include consideration of multiple facets of education. The present paper examines a model of inclusive education that, in addition to placement, embraces vision, curriculum, assessment, teaching, acceptance, access, support, resources and leadership. For each of these facets, criteria are specified and indicators are suggested. (DIPF/Orig.) |
other articles of this journal | CEPS Journal Jahr: 2015 |
Statistics | Number of document requests |
Checksums | checksum comparison as proof of integrity |
Date of publication | 27.04.2015 |
Citation | Mitchell, David: Inclusive education is a multi-faceted concept - In: CEPS Journal 5 (2015) 1, S. 9-30 - URN: urn:nbn:de:0111-pedocs-106113 - DOI: 10.25656/01:10611 |