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Future directions for inclusive teacher education : an international perspective /
"Are teachers ready for inclusion? What is appropriate teacher education? Traditional approaches to inclusive education focused on learners with disabilities. Modern approaches, however, conceptualise inclusion in terms of providing educational equity and equality of access for all students wit...
| Clasificación: | Libro Electrónico |
|---|---|
| Otros Autores: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
New York, NY :
Routledge,
2012.
|
| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 245 | 0 | 0 | |a Future directions for inclusive teacher education : |b an international perspective / |c edited by Chris Forlin. |
| 260 | |a New York, NY : |b Routledge, |c 2012. | ||
| 300 | |a 1 online resource (227 pages) | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 500 | |a Includes index. | ||
| 520 | |a "Are teachers ready for inclusion? What is appropriate teacher education? Traditional approaches to inclusive education focused on learners with disabilities. Modern approaches, however, conceptualise inclusion in terms of providing educational equity and equality of access for all students within the same regular school system. Future Directions for Inclusive Teacher Education provides a wealth of ideas about how to support teachers to become inclusive through applying positive training approaches. Written by some of the most influential internationally acknowledged experts in teacher education for inclusion and highly experienced researchers, together the authors provide a plethora of ideas for teacher educators to ensure that their training is pertinent, accessible, and futures-orientated. This up to date and accessible book combines three key areas related to teacher education for inclusion, which provide: A review of what is happening across the globe by offering examples from different regions; Preparation for teachers to support learners with a range of diverse needs including disability, poverty, ethnicity, gender, cultural diversity, learning disabilities, Autism Spectrum Disorder, sensory impairments and those who are considered gifted and talented; A consideration of systemic approaches, policy, and partnerships, and how these can be better employed in the future. This highly topical text will support all teaching professionals, educational systems, and schools in their transformation of inclusive teacher education"--Provided by publisher | ||
| 520 | |a "Are teachers ready for inclusion? What is appropriate teacher education? In recent years, the understanding of inclusion, which initially focused only on children with disabilities, has taken on a broader concept that aims to provide educational equity and equality of access for all students within the same regular school system. Future Directions for Inclusive Teacher Education provides a wealth of ideas about how to support teachers through positive training approaches, by sharing the writings of some of the most influential educators in the field of teacher education for inclusion. Written by a range of internationally acknowledged experts, highly experienced researchers and influential keynote speakers, together the authors provide a plethora of ideas for teacher educators to ensure that their training is pertinent, accessible, and futures-orientated. This up to date and accessible book combines three key areas related to teacher education for inclusion, which provide: - A review of what is happening across the globe by offering examples from different regions; - Preparation for teachers to support students with a range of diverse needs including poverty, ethnicity, cultural diversity, SEN, ASD, sensory impairments and those who are considered gifted and talented; A consideration of systemic approaches, policy, and partnerships, and how these can be better employed in the future. This highly topical text will support all teaching professionals and students in their transformation of inclusive teacher education"--Provided by publisher | ||
| 588 | 0 | |a Print version record. | |
| 505 | 0 | |a FrontCover; Future Directions forInclusive TeacherEducation; Copyright Page; Contents; Figures; Tables; Contributors; Editorial Board; Foreword; Preface; Section 1: Global perspectives on teacher educationfor inclusion; Section 2: Diversity and its challenges; Section 3: Future directions: What is needed now?; Part I Global perspectives on teacher education forinclusion; Chapter 1 Responding to the need for inclusive teacher education; Chapter 2 Including children with disabilities in regular classes. | |
| 505 | 8 | |a Chapter 3 A training model for enhancing the learning capacity of students with special needs in inclusive classrooms in ThailandChapter 4 Development of learning in regular class and measure of teacher education in China; Chapter 5 A mosaic of models; Chapter 6 The directions of Finnish teacher education in the era of the revised Act on Basic Education; Chapter 7 Preparing teachers to meet the challenges of inclusive education in Negara Brunei Darussalam; Chapter 8 Emerging issues in teacher education for inclusion in the United States; Part II Diversity and its challenges. | |
| 505 | 8 | |a Chapter 9 Diversity and its challenges for teachersChapter 10 Inclusion for innovation; Chapter 11 Seven essential components for teacher preparation programs for inclusion; Chapter 12 Gifted, talented or educationally disadvantaged?; Chapter 13 New dimensions of teacher education on the inclusivity of school guidance for regular schools in Hong Kong; Chapter 14 Gender and achievement in the UK and Hong Kong; Chapter 15 Conceptualizing social inclusion within teacher education; Chapter 16 Professional development for teachers of students with autism spectrum disorders in Hong Kong. | |
| 505 | 8 | |a Chapter 17 The role of educators infacilitating resiliency that assists normalization for young people with disabilitiesPart III Future directions; Chapter 18 Future directions; Chapter 19 Interregional discussions around inclusive curriculum and teachers in light of the 48th International Conference on Education; Chapter 20 Teacher education for inclusion in Europe; Chapter 21 The construction of an Institute-School-Community partnership of teacher education for inclusion; Chapter 22 Teacher education for inclusion; Index. | |
| 504 | |a Includes bibliographical references and index. | ||
| 590 | |a ProQuest Ebook Central |b Ebook Central Academic Complete | ||
| 650 | 0 | |a Teachers |x Training of. | |
| 650 | 0 | |a Inclusive education. | |
| 650 | 2 | |a Mainstreaming, Education. | |
| 650 | 6 | |a Enseignants |x Formation. | |
| 650 | 6 | |a Intégration scolaire. | |
| 650 | 7 | |a EDUCATION |x General. |2 bisacsh | |
| 650 | 7 | |a EDUCATION |x Teaching Methods & Materials |x General. |2 bisacsh | |
| 650 | 7 | |a EDUCATION |x Comparative. |2 bisacsh | |
| 650 | 7 | |a EDUCATION |x Research. |2 bisacsh | |
| 650 | 7 | |a Inclusive education |2 fast | |
| 650 | 7 | |a Teachers |x Training of |2 fast | |
| 700 | 1 | |a Forlin, Chris. | |
| 758 | |i has work: |a Future directions for inclusive teacher education (Text) |1 https://id.oclc.org/worldcat/entity/E39PCFWrPGJPW99YRQF97KdpHd |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |t Future directions for inclusive teacher education. |d New York, NY : Routledge, 2012 |z 9780415518994 |w (DLC) 2011051369 |w (OCoLC)769420498 |
| 856 | 4 | 0 | |u https://ebookcentral.uam.elogim.com/lib/uam-ebooks/detail.action?docID=982040 |z Texto completo |
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