Promoting Social Inclusion: Co-Creating Environments That Foster Equity and Belonging. International Perspectives on Inclusive Education. Volume 13

Sonst. Personen	Scorgie, Kate (Hrsg.); Forlin, Chris (Hrsg.)
Titel	Promoting Social Inclusion: Co-Creating Environments That Foster Equity and Belonging. International Perspectives on Inclusive Education. Volume 13
Quelle	(2019), (272 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	1479-3636
ISBN	978-1-78769-524-5
Schlagwörter	Inclusion; Social Environment; Sense of Community; Evidence Based Practice; Disabilities; Children; Higher Education; Employment; Transitional Programs; Young Adults; Work Environment; Elementary Secondary Education; Foreign Countries; Developing Nations; Hearing Impairments; Academic Accommodations (Disabilities); Students with Disabilities; Mental Health; Equal Education; Nigeria; Greece + Suchen Sie Ihr Suchwort? Inklusion; Soziales Umfeld; Handicap; Behinderung; Child; Kind; Kinder; Hochschulbildung; Hochschulsystem; Hochschulwesen; Dienstverhältnis; Young adult; Junger Erwachsener; Arbeitsmilieu; Ausland; Developing country; Developing countries; Entwicklungsland; Hearing impairment; Hörbehinderung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Psychohygiene; Griechenland
Abstract	This volume in the International Perspectives on Inclusive Education Series explores innovative perspectives and practices regarding social inclusion of potentially marginalized individuals from multiple perspectives. This book blends theoretical and evidence-based research about social inclusion and belonging, while simultaneously giving voice to families and individuals who have sought to obtain an inclusive education when experiencing a disability. Section 1, Social Inclusion: Affirming value, rights and choice, explores social inclusion from various frameworks including psychology, philosophy, human rights, social justice, hope and equity. The second section, Social Inclusion and Schools: Programs, perspectives, and practices, reviews a number of evidence-based curricula and interventions to promote social inclusion within educational contexts. Section 3, Securing presence: Dignity, agency and voice, highlights the importance of attending to and learning directly from children with disabilities. Finally, Section 4, Transition to higher education and employment, describes the continuing importance of social inclusion in transition to young adulthood and the workplace. Each chapter offers strategies, guidelines and examples of how professionals, family members and individuals can collaborate to make affirming and co-creating communities that foster equity and belonging for all. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01