This book brings together the voices of practitioners, researchers, parents, and children and young people themselves to explore innovative pedagogies where multiple voices have been actively engaged in co-producing the design of inclusive practices within education.
This book brings together the voices of practitioners, researchers, parents, and children and young people themselves to explore innovative pedagogies where multiple voices have been actively engaged in co-producing the design of inclusive practices within education.
Clare Woolhouse is Reader at Edge Hill University, and her research is based within school communities working directly with teachers, children, and young people. Clare explores marginalised identities, multi-modal methodologies, and pedagogies, with particular attention given to aspects of educational difference, inclusion, and social justice. Virginia Kay is Senior Lecturer at Edge Hill University working with student teachers and postgraduate education students. Her research interests are rooted in social justice and perceptions of difference, particularly as this pertains to the policy and practice of inclusive education provision and the role of the SENCo.
Inhaltsangabe
Introduction Woolhouse and Kay Section 1: Listening to the Voices of Children and Young People 1. How Inclusive is the School Environment? The Reality of Implementing Children's Right to Express their Views Robinson 2. Re-thinking Inclusive Practice within Early Years Education Jackson 3. Enabling Children to Feel Happier, Heard and Connected: The Importance of Ensuring Children feel Safe to Talk about their Emotional World and the Experiences in their Lives Williams 4. My School, My Voice: Development of an Inclusive Student Council in a Large Special School for Autism Mursic 5. Comparing Global Examples of Children's Experiences of Inclusive Education Sanders 6. Reimagining Inclusive Education: Power, Status and Voice Hallett 7. Reimagining the Role of Children and Young People's Voices within the Design of Inclusive Education Woolhouse and Kay Section 2: Involving Young People and Adults in Developing Inclusive Communities 8. Developing Inclusive School Environments: Optimising the Provision of Staff Training to Support Positive Mental Health in Autistic Young People El Zerbi et al 9. The Inclusive Design of Digital Education Programs: Contribution and Experiences of People with Accessibility Needs Murphy et al 10. Rooted in Nature: How to Improve the Involvement of Young People as Research Advisors El Zerbi et al 11. Creating Neuromixed Learning Environments in Higher Education Moore and Davies
Introduction Woolhouse and Kay Section 1: Listening to the Voices of Children and Young People 1. How Inclusive is the School Environment? The Reality of Implementing Children's Right to Express their Views Robinson 2. Re-thinking Inclusive Practice within Early Years Education Jackson 3. Enabling Children to Feel Happier, Heard and Connected: The Importance of Ensuring Children feel Safe to Talk about their Emotional World and the Experiences in their Lives Williams 4. My School, My Voice: Development of an Inclusive Student Council in a Large Special School for Autism Mursic 5. Comparing Global Examples of Children's Experiences of Inclusive Education Sanders 6. Reimagining Inclusive Education: Power, Status and Voice Hallett 7. Reimagining the Role of Children and Young People's Voices within the Design of Inclusive Education Woolhouse and Kay Section 2: Involving Young People and Adults in Developing Inclusive Communities 8. Developing Inclusive School Environments: Optimising the Provision of Staff Training to Support Positive Mental Health in Autistic Young People El Zerbi et al 9. The Inclusive Design of Digital Education Programs: Contribution and Experiences of People with Accessibility Needs Murphy et al 10. Rooted in Nature: How to Improve the Involvement of Young People as Research Advisors El Zerbi et al 11. Creating Neuromixed Learning Environments in Higher Education Moore and Davies
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