Uddannelsesstrategier og uddannelsespolitik: inklusion

Co-teaching er en forskningsbaseret, systematisk og målrettet måde at samarbejde på til gavn for både lærere og elever. Det er således noget andet og meget mere end de tolærerordninger, der er udbredte i den danske folkeskole. Fra en, til to, til co-teaching forklarer hvorfor og hvordan. Det er både en bog om teorierne og forskningen bag begrebet co-teaching og en praktisk håndbog til, hvordan man helt konkret griber co-teaching an. Det gør den unik i en dansk sammenhæng. De to forfattere har gennem en årrække arbejdet systematisk med co-teaching i Gladsaxe Kommune, og de har flere gange besøgt skoler i USA for at få den nyeste viden om emnet og blive inspireret til at videreudvikle metoden og tilpasse den en dansk skolepraksis. Bogen er en guldgrube af konkrete værktøjer, gode råd, refleksioner, vigtige opmærksomhedspunkter, udfordringer og eksempler på, hvordan man bedst kan udvikle inkluderende læringsmiljøer ved at bruge co-teaching som samarbejdsform. Forfatterne inviterer læseren ind i maskinrummet, uanset om du er lærer, pædagog, vejleder, PPR-medarbejder eller leder.Man kan læse mere om metoden, bestille kurser og downloade alle illustrationer fra bogen på hjemmesiden teachnordic.dk

What role should white educators play in promoting equity and equality in their classrooms and schools?

La Dra. Temple Grandin analiza los desafíos cotidianos reales que enfrentan los padres, maestros y niños. En este completo y detallado manual Temple ilustra técnicas que ha descubierto que funcionan en el campo de la educación. Los temas incluyen: La importancia de la intervención tempranaEnseñanza para diferentes estilos de pensamientoDesarrollo del talento como herramienta motivacional para los estudiantesMantener expectativas elevadas ¡Y mucho más!En estas valiosas páginas, Temple ofrece estrategias prácticas y consejos basados en su propia experiencia y en su extensa investigación, destacando lo que debe hacerse y lo que no, proporcionando para ello herramientas probadas que pueden ser implementadas de manera inmediata. Temple sostiene que la educación de los niños en el espectro autista debe centrarse en sus fortalezas, las cuales suelen pasar desapercibidas, para fomentar sus contribuciones únicas al mundo. Como ha señalado Publishers Weekly: "Para los educadores o padres de niños autistas, este será un recurso valioso".In the Spanish version of Autism and Education, Dr. Temple Grandin discusses the real issues that parents, teachers, and kids face every day. Here is a concise handbook that illustrates what Temple has found to work in the field of education. Topics include: The importance of early intervention Teaching for different types of thinkingDeveloping talentMotivating studentsKeeping high expectationsAnd much more!In these helpful pages, Dr. Grandin offers do's and don'ts, practical strategies, and try-it-now tips, all based on her insider perspective and extensive research. Interestingly, she argues that education for kids on the autism spectrum must focus on their overlooked strengths to foster their unique contributions to the world. As Publishers Weekly has noted "For educators or parents of autistic children, this will be a valuable resource."

The neglect of faith and religious diversity within educational practices poses a significant challenge in fostering inclusive learning environments. The current educational landscape often overlooks the profound impact of religion on individuals' identities and beliefs, leading to a lack of understanding and appreciation for diverse faith perspectives. This omission limits the potential for meaningful dialogue and hinders the development of equitable educational spaces. The Role of Faith and Religious Diversity in Educational Practices , edited by Jason DeHart, offers a compelling solution to address this critical issue. This transformative book explores the intersections between faith and educational practices, drawing on research-based narratives and studies to illuminate the implications of policy and practice through a faith-based lens. By embracing a broad definition of religion and faith, it fosters diverse perspectives and encourages critical reflection on the importance of religious diversity in education. Through practical insights and evidence-based guidance, this book empowers researchers and educators to create inclusive spaces for faith-related discussions and develop policies that honor and respect religious identities. By engaging with this book, scholars and educators can take tangible steps toward cultivating inclusive and enriching learning environments that value and celebrate the diverse religious perspectives of all students.

Through a series of empirically and theoretically informed reflections, Opening Up the University offers insights into the process of setting up and running programs that cater to displaced students. Including contributions from educators, administrators, practitioners, and students, this expansive collected volume aims to inspire and question those who are considering creating their own interventions, speaking to policy makers and university administrators on specific points relating to the access and success of refugees in higher education, and suggests concrete avenues for further action within existing academic structures.

Race does not only resonate with the dichotomy of blackness and whiteness but also on its impact on non-physical attributes, this includes factors such as indigenous status, social class, religion, language, ethnicity, class, gender, sexuality and immigration. The intersection of these factors are key considerations on inclusive education.Contextualizing Critical Race Theory on Inclusive Education from A Scholar-Practitioner Perspective highlights what race means across social, cultural, political, and historical categories of diverse identities. The scholar-practitioner approach employed here captures the theories, tenets, perspectives, and misconceptions of this based on its particular critical expansion in describing other related social identities that is consistent with the attributes of inclusive education. More importantly, it emphasizes the theoretical and practical use of critical race theory as an analytical tool in addressing the influence of race on inequities in school policy, curriculum, instruction, and educational programs and the impact of these on inclusive education.This volume features scholar-practitioners who research and engage in best practices using critical race theory as a lens to analyse and address the manifestations of race, racism, diversity, and inclusion in schooling.

This book addresses issues related to school inclusion from the perspective of systemic inclusion. It focuses on the need to face the challenges of inclusion in education from a broad perspective, including the classroom, the school as an institution, families, and the community. It also pays attention to the full interactions between them. The book demonstrates how inclusion can be carried out in very real, concrete and everyday ways. It also shows how researchers can work hand in hand with the professionals and other stakeholders who are developing their practices day by day.The book draws on a range of research projects of the Spanish and international research groups to provide both rich theoretical frameworks and rigorous research outcomes related to the four dimensions of the systemic inclusion perspective and its necessary networking: classroom, school, families and the community. Most of the chapters take Spain as the case study but, far from being a local book, it uses Spanish analysis to dialogue universally with current main debates and challenges in inclusion, almost 30 years after the Salamanca Statement.

This book explores how the increasing need for specific kinds of parental engagement impacts care-experienced young peoples' trajectories. Previous Australian studies have found that care-experienced young people demonstrate poorer outcomes in health, education, and the criminal justice system throughout their life course. However, this multi-layered case study is the first to specifically address barriers in obtaining higher education¿an effective tool for social mobility. In particular, the authors unpack how university marketing relies on young people to have a parent who understands tertiary education transitions to help them navigate post-school pathways to careers or higher education, as well as how policies might fail to help students who do not have such a figure in their lives. The authors offer suggestions for policy change in Australia while providing a basis for global comparisons and recommendations for how care-experienced young people and their support networks can overcome present challenges.

Tales of brave heroes appear in every culture around the globe, and this collection of Reader's Theater script-stories showcases ten of the most thrilling hero stories from world mythology.

This edited volume covers issues related to educational research and practices for early childhood education and care (ECEC), highlighting interprofessional and family-professional collaboration within inclusive education in different cultural contexts. Contributors include authors from throughout Europe, including Lithuania, Norway, Iceland, Finland, Sweden, Spain, UK, and Ukraine. Chapters provide a forum for intentional dialogue about and shared understanding of successful and inspiring ECEC practices, the main barriers of interprofessional and family-professional collaboration, and opportunities for further improvement of inclusive ECEC practices.

This book provides an in-depth, multi-faceted look into capacity building for service-learning, using the case of the higher education landscape in Hong Kong. Service-learning has been proven to be an effective pedagogy for the holistic development of students, as well as promotion of their well-being. It also attempts to promote the well-being of the service recipients and the community. While service-learning is becoming increasingly popular in many higher educational institutions around the world, the learning gains that can be attained from service-learning are only as good as the learning experience allows, and poorly-developed or motivated service-learning may potentially do adverse harm to students and the community. This book reinforces the imperative to enhance the capacity of the institution, teachers, students and community partners by exploring a diverse range of methods for achieving capacity building among different stakeholders. Examples of the methods explored include formal course-based professional development, scale development, action research, and communities of practice. Furthermore, the book includes a series of detailed, qualitative case studies that are aimed at embodying good practice, unpacking "e;what matters"e; from service-learning. Aa a useful resource for scholars and educators who are passionate about holistic youth leadership development, this book is also relevant to researchers in the intersection between well-being and higher education.

Lucy, a kindergarten girl from Maryland, learns at school that a tooth fairy will be leaving money under her pillow in exchange for her lost tooth. But Lucy's mama and papa are Puerto Rican, and in Puerto Rico, a tooth mouse replaces the tooth under children's pillows with money. Confused, Lucy goes to bed, places her tooth under her pillow, and that night discovers the best cultural adventure of her life.

This book explores how teachers can re-examine their emotional investments in enacting dominant settler values through changing their text selection and teaching practices. Based on a longitudinal qualitative research study conducted by a national team of literacy scholars in collaboration with practicing literacy teachers at eight sites across Canada, the book investigates how groups of teachers, working collaboratively in inquiry groups, develop and implement curriculum to promote their own and their students¿ understandings of social justice in postcolonial and settler spaces. In particular, the book highlights the rich and dynamic landscape of postcolonial authors, illustrators and texts, the development of culturally- sensitive curricula, and critical pedagogies possible in addressing contemporary and historical issues, both local and global.This book is primarily of interest to literacy scholars, literacy instructors (teacher educators) in teacher education programs,educational leaders, practicing teachers from the K-12 spectrum, and school district staff and policy makers with responsibilities for or interests in the potential of literacy and literature engagement for social justice education. The book is also be of interest to postsecondary educators and teacher educators wishing to use literature in social justice, anti-racist, and anti-oppressive courses.

There's more to all of us than what meets the eyeA perfect storm is upon us and educators are in the middle of it. Identity issues often incite and divide us, but they are actually our way out of the storm. No one should be oppressed or have to hide who they are, and young people need to be prepared for a future where they can learn to live together and help others belong.In their beautifully written book, Dennis Shirley and Andy Hargreaves brilliantly show how we can and must engage with young people's identities in their fullness and complexity. Rooted in classical and contemporary theories of identity, extensive research, and in sheer common sense, their book takes us from bitterness to belonging and includes: Examples of how schools seek to address identity and belonging Strategies to deal with the raging identity controversies in our schools and societies Charts and graphics to help build inclusive professional communities Constant invitations to readers to apply ideas to their own work

Why do disadvantaged students continue to get a poor deal as they progress through England's education system? Challenging orthodox thinking about school exclusion, this book powerfully advocates for a fairer education system for disadvantaged students. It argues that the current conceptualisation of 'exclusion' - physically removing the student from the school - is insufficient. This approach fails to recognise the layers of exclusion that these students encounter. Students can be excluded within their schools (inner exclusion), not just from school (outer exclusion). Drawing on student experiences of exclusion and the perspectives of senior leaders, including the author who is a Head of School, this book demonstrates how we can create a fairer education system for disadvantaged students.

Despite the high aspirations of young people from disadvantaged communities, they face barriers that are frustrating the realisation of their educational ambitions. This book analyses the 'left-behind' phenomenon and shows how education has become the new divide in Western society. It explains how denied educational equality and frustrated opportunity are undermining social cohesion and what we can do about it. It challenges meritocratic thinking and the efficacy of widening participation as a policy for social inclusion. Combining analysis of educational disadvantage at an international level and among Travelling communities with empirical data derived from fieldwork with parents, teachers and students in the European Union (Ireland), this book offers fresh thinking and new hope in relation to young people left behind in the opportunity structure.