Accessibility or Reinventing Education

Detalles Bibliográficos
Clasificación:Libro Electrónico
Autor principal: Ebersold, Serge
Formato: Electrónico eBook
Idioma:Inglés
Publicado: Newark : John Wiley & Sons, Incorporated, 2021.
Temas:
Children with disabilities > Education.
Educational equalization.
Enfants handicapés > Éducation.
Démocratisation de l'enseignement.
Acceso en línea:Texto completo
Tabla de Contenidos:
  • Cover
  • Half-Title Page
  • Title Page
  • Copyright Page
  • Contents
  • Introduction
  • PART 1 Accessibility as a Societal Imperative
  • 1 The Accessibility Imperative: Outlines and Implications
  • 1.1. Introduction
  • 1.2. Accessibility, or school as a social protection vector
  • 1.3. Accessibility, an imperative focused on the ergonomization of practices
  • 1.3.1. Preventing vulnerabilities through a universal approach to accessibility
  • 1.3.2. An integrated approach to accessibility targeting the fight against educational failure
  • 1.3.3. A corrective approach to accessibility aimed at restoring school legitimacy
  • 1.4. An ergonomization of practices related to the fight against institutional discrimination
  • 1.5. Accessibility, or the advent of new forms of normativity
  • 1.6. Conclusion
  • 1.7. References
  • 2 Inclusion and Accessibility: 50 Years of Change
  • 2.1. Introduction
  • 2.2. Developing a continuum of support for promoting accessible learning environments
  • 2.3. Developing accessible learning environments
  • results of international case studies
  • 2.3.1. Recognizing and planning for diversity
  • 2.3.2. Using evaluation for improvement
  • 2.3.3. Professional development of staff
  • 2.3.4. External support services
  • 2.3.5. Within-school services
  • 2.3.6. Co-operation between schools
  • 2.3.7. Parental and community involvement
  • 2.3.8. Whole-school development organization and management strategies
  • 2.3.9. Curriculum development
  • 2.3.10. Classroom organization
  • 2.4. Promoting accountable education systems supporting accessible learning environments
  • 2.5. Conclusion
  • 2.6. References
  • 3 Accessibility Requirements and Evaluation Policies
  • 3.1. Introduction
  • 3.2. New governance of education systems based on performance and social justice
  • 3.3. Evaluation: intellectual movements and political discourse
  • 3.4. Assessment policies and the accessibility imperative
  • 3.5. Conclusion
  • 3.6. References
  • PART 2 How Do Schools Meet the Accessibility Imperative?
  • 4 Educational Accessibility: A Catalyst for Innovative Practices
  • 4.1. Introduction
  • 4.2. The heuristics of innovative teaching practices
  • 4.2.1. The catalytic potential of innovative forces and practices
  • 4.3. School environments and the pedagogical imperative of accessibility
  • 4.3.1. The grouping of learners
  • 4.3.2. The grouping of professionals
  • 4.3.3. The planning of learning and its collocation over time
  • 4.3.4. Pedagogies and assessment practices
  • 4.4. Collaboration and accessibility: beyond "mainstream" and "special"
  • 4.4.1. An emergency condition
  • 4.5. References
  • 5 School Form and Pedagogical and Didactic Accessibilization
  • 5.1. Introduction
  • 5.2. Characteristics of the school form
  • 5.3. Practical ways of making school situations more accessible
  • 5.3.1. Study aid gestures
  • 5.3.2. The use of digital tools

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