Uddannelsesstrategier og uddannelsespolitik: inklusion

"A step-by-step guide through the authors' inclusivity change process outlines seven milestones that will enable leaders to create a more inclusive school system"--

This book analyses discourses of inclusive schooling and engaging motivational environments globally. It focuses on the student¿s identity, belonging, performance in the classroom, and the significance of cognitive, cultural, emotional and social capital to student¿s academic achievement. The book discusses and evaluates the shifts in methodological approaches to inclusive and engaging learning environments. It analyses topics such as the students¿ cultural identity and achievement, motivational strategies for creating engaging learning environment, the use of constructivist pedagogy for critical thinking, social constructivism, and values education in the classroom. The book also analyses and evaluates the shifts in methodological approaches to globalisation and inclusive schooling globally, and their impact on performing schools. It contributes in a very scholarly way, to a more holistic understanding of the nexus among globalisation, comparative education research, inclusive schooling and engaging learning environments.

One size does not fit all when it comes to education.In modern society, education has been and continues to be shaped, informed, and driven by a so-called "grammar of schooling": an approach which completely ignores the many and diverse identities that learners own, are given, and encounter. Categorising students into neat, labelled boxes, splintering knowledge into strictly defined subjects, and fracturing learning - this grammar of schooling desperately needs rewriting.Through narratives from teachers, students, and their families, this book explores the lived experiences of those who are forced to live with the current approach, and the consequences for their lives, relationship, and education. It also asks the question of what creative and holistic alternative approaches might look like - when the rules aren't working, the rulebook can be rewritten.

Juan and Gwen see the disrepair their school has fallen into and embark on a fundraising campaign to fix it up. After asking for community support, Juan and Gwen's efforts result in a big surprise. A tale of enterprising young student's, eager to help their school improve.

Der Band analysiert und reflektiert die Komplexität der Steuerung inklusiver Bestrebungen im schulischen Kontext. In den Beiträgen wird aus verschiedenen Akteursperspektiven der Frage nachgegangen, wie die UN-BRK auf den unterschiedlichen Ebenen des Schulsystems umgesetzt wird und ob Inklusion grundsätzlich gesteuert werden kann. Dafür kommen Wissenschaftler*innen, Bildungspolitiker*innen, Personen aus der Bildungsverwaltung, Schulpraktiker*innen und Eltern zu Wort.

Der Band greift theoretische und methodische Ansätze Paulo Freires auf, dessen Kampf für Gerechtigkeit und Solidarität beispielhaft für eine radikale Kritik am bestehenden, postkolonialen neoliberalen System ist. In der Auseinandersetzung mit Freires Position der kritischen Erziehungswissenschaft eröffnen sich neue, die bisherigen Grenzen überschreitende Möglichkeiten.

The Third edition of this well-received and widely used Handbook brings together an entirely new set of chapters, to reflect progress and new themes in the ten years to 2022. Building on the established structure of the first two Handbooks, the four sections focus in turn on: philosophy, history and theory development; fresh perspectives on policy and policy development; emerging programs and new approaches; and re-imagining lifelong learning for future challenges.The Handbook stimulates readers with fresh and timely insights, while exploring anew some enduring themes. New topics and themes introduced in all sections address lifelong learning challenges associated with climate change, the digital world, the rise of populism, migration and precarious living. The Handbook features learning innovations and evolving pedagogies such as intergenerational learning, art as pedagogy to promote public-mindedness, neuroscience enhancing learning effectiveness, and lifelong learning for sustainability. Policy responses to lifelong learning for work and well-being are debated.In state of the art contributions, authors from around the globe focus readers' attention on multifaceted processes, issues and decisions that must be better understood and enacted if inclusive development and fair access to lifelong learning are to become realities for us all.

A hands-on guide to creating inclusive classrooms for transgender youth "As President Barack Obama's Secretary of Education, I fought to ensure a safe, non-discriminatory environment for transgender young people in our nation's public schools and higher education institutions. The Advocate Educator's Handbook is rooted in the same inarguable premise that fueled those efforts: that trans youth have a right to learn in welcoming, nurturing schools where they can grow, be themselves, and live joyously. The Advocate Educator's Handbook establishes a blueprint for creating, in your classroom and your school, the environment of acceptance trans youth need to succeed." --Dr. John King, Former U.S. Secretary of Education, Chancellor, SUNY University System "We all deserve the right to live, work, and thrive no matter our sexual orientation or gender identity--no exceptions. The Advocate Educator's Handbook is a timely and important tool in the fight for the freedoms we all deserve, and a critical resource to support trans and non-binary students." --Becky Pringle, President, National Education Association Visit www.theadvocateeducator.com for additional information and resources.

Creating an Inclusive School Climate introduces school psychology stakeholders to a wealth of foundations, individualized experiences, and school improvement efforts intended to bolster the outcomes of our most vulnerable learners. As student populations grow increasingly diverse, sociocultural variables have never been more important to supporting school climate. Using an original cultural-ecological framework, this book builds on the experiences of historically underrepresented and oppressed youth to foster a socially just, strengths-based perspective for implementing school improvement efforts within multi-tiered systems. Faculty, graduate students, researchers, and professionals in the field will come away with a conceptually and methodologically sound understanding of the interrelationships between personal characteristics, culture, ecological contexts, and school climate.

Der Band entwickelt sportpädagogische Positionen zur Leistungsthematik mit unterschiedlichsen Schwerpunkten, die zu weiterer Diskussion aufrufen ¿ gegebenenfalls auch provozieren ¿ und ein ethisch-pädagogisches Handeln einfordern. Das Themenspektrum führt von historischen Beiträgen, kulturellen Betrachtungen, genuin pädagogischen Untersuchungen, die dezidiert die Inklusionsproblematik miteinschließen, hin zu trainings- und leistungssportlichen Beiträgen.

This book examines and problematises the concept of 'educational inclusion' within schools. Despite varying definitions of inclusion according to national context, there is a growing consensus that educational systems presented as ¿inclusive¿ in policy and professional discourse, in practice, legitimise processes that appear far from inclusive. The editors and contributors draw together research from multiple contexts that considers systemic exclusionary pressures and practices from multiple perspectives, particularly less visible forms of social and educational exclusion. The book calls for true inclusion as an overriding socio-political and educational policy objective, and to end the marginalisation of specific groups beyond familiar neoliberal political discourses of piecemeal remediation.

Welche sozialen Benachteiligungen werden durch einen Übergang in ein selektives Schulwesen gestärkt? Wie chancengerecht ist Schule im Übergang? Was muss für mehr Fairness neu bedacht und entsprechend geändert werden? Insbesondere die soziale Herkunft darf nicht mehr an (zukünftige) Bildungserfolge geknüpft werden. In diesem Buch wird unterschiedlichen und nicht ausschließlich schulischen Problemlagen nachgespürt, um vielschichtige Lösungsmöglichkeiten zu generieren, welche vor allem einen sanfteren und schülerorientierten Übergang von der Primar- zur Sekundarstufe anbieten. Sofern dieser Übergang weiterhin Bestand hat, erscheint es gewinnbringend, sich die Rolle der Schulsozialarbeit anzusehen. Eigens für mehr Chancengerechtigkeit eingerichtet, obliegt auch sie der Reproduktion von Benachteiligungen. Neben mittlerweile historischen, jedoch konsequent weiter geführten politischen Fehlentscheidungen im Bildungssystem und dem allgemein eher unreflektierten Umgang mit Stereotypen und Vorurteilen der meisten Mitarbeitenden an Schule wird im Rahmen von ebenfalls historischen Schulhierarchien das Dilemma der recht neuen Schulsozialarbeit ganz deutlich.

11 year old Ali and 8 year-old Asiya are excited to welcome Ramadan this year with beautiful decorations at home. But then something unexpected happens which makes them return their store-bought decorations even before they get to use them. How will they welcome Ramadan now? What happens next takes Ali and Asiya on a joyful ride to preparing not just their house ready for Ramadan, but their hearts too. Charity, multicultural unity, and hard work are some of the things that grant Ali and Asiya their perfect Ramadan welcoming.

Despite progress, the Western higher education system is still largely dominated by scholars from the privileged classes of the Global North. This book presents examples of efforts to diversify points of view, include previously excluded people, and decolonize curricula. What has worked? What hasn't? What further visions do we need? How can we bring about a more democratic and just academic life for all? Written by scholars from different disciplines, countries, and backgrounds, this book offers an internationally relevant, practical guide to 'doing diversity' in the social sciences and humanities and decolonising higher education as a whole.

Walking in His Way paints a picture of a young man who tries to follow his father's instruction but opts for his mother's vision. His submission to God's call, however, provides a new lifelong mission of service to the people of his nation. His story is presented through the eyes of his son and those who knew him best. About the author: Born in Omaha Nebraska and raised in Sierra Leone, Batilloi Isaac Warritay is a Communication for Development specialist with an extensive background in theatre as an actor and director. A graduate from the University of Ibadan, Nigeria, he worked for several years as a radio and television broadcaster. As Chief of Communication for UNICEF in the 90's, he worked in Angola and Nigeria and eventually served as UNICEF Deputy Representative, in Equatorial Guinea, Gabon and Sao Tome & Principe. Now retired, he lives in Sierra Leone, West Africa. He is married with two adult children. As the years passed after his parents died, Batilloi Warritay realized that he was beginning to forget their life stories and that many in the family did not know the history of their name or the origin of their Mandingo clan. He has therefore written this well-documented biography of his father, who was born into a leading Mandingo, Muslim family that had migrated from Mali to Sierra Leone. Although raised to become an Islamic teacher, Sylmadie Warritay left home as a teenager and entered the famous Albert Academy in Freetown. It was in this school for boys, where, to his family's distress, he eventually converted to Christianity, and began a peripatetic life as a leading Protestant teacher, pastor, editor, and publisher.

Redigeret af Claus Holm og Louise Bøttcher96 procent af alle skolesøgende børn skulle inkluderes i den almindelige undervisning. I dag – ti år efter loven om inklusion blev en realitet – er der ikke alene betydelig politisk skepsis over for et så ambitiøst tal, men også over for om inklusion og den inkluderende institution overhovedet er det rigtige ideal. Undervisningsminister Pernille Rosenkrantz-Theil varslede allerede tilbage i 2019, at hun ville gøre op med inklusionsreformen. Men hvad bør hun sætte i stedet for den?

If you have been waiting for a social skills training program that really works, this is it! Dr. Baker translates 20 years of outcome research and clinical experience into this new, user friendly model to support social skills training. There are 92 specific skill lessons covering: Emotion management (frustration, anger, anxiety, OCD, social fears and depression)Verbal and non verbal communicationPlay and group interactionEmpathy, friendship and datingConflict management Dealing with emergency situationsSocial Skills Training is more than a manual of lessons as specific chapters clearly articulate the critical components of effective skills training including: partnering with clients to establish motivation, identifying relevant skill goals, teaching skills suited to the learners' language functioning, generalizing skills, creating accepting peer environments, and measuring progress. This is a must have reference for teachers, professionals and parents that hope to improve social functioning in their students.

Amplify Learner Voice pushes back against traditional assessment and grading practices that continue to be an inequitable endeavor for our nation's learners; traditional classroom practices continue to sort and label students by characterizing them by "what they need to work on" or 'lack.' In this book, eight authors and the Core Collaborative's partner schools reimagine formative assessment through an asset-based, cultural lens to make a greater impact on learning and our shared humanity. Presented in an easy-to-read, practical format, with video examples and practical resources throughout, the 'Amplify Learner Voice Formative Assessment Framework' identifies and integrates seven culturally responsive and sustaining concepts to shift how educators and learners engage in core formative assessment practices that cultivate conditions where all stakeholders thrive. · Cultural Identity: How does the assessment experience support students to understand more about themselves and each other as learners? · Asset-Centered Mindset: How can we create conditions for learners to draw and build upon their cultural funds of knowledge when reflecting, self- and peer assessing, collaborating, and practicing towards goals? · Dispositional Learning: How do we ensure that students are transferring key habits of learning in and out of school when working towards goals or when faced with challenges? · Learning Partnerships: How do positive feedback experiences create conditions to strengthen relational trust, risk-taking, and self-empowerment for all stakeholders? · Learner Clarity: How does the assessment design ensure that learners are challenged at all levels of rigor (surface-deep-transfer) across academic, social, and emotional domains? · Engagement: How does formative assessment engage students, caregivers, and families personally and collaboratively? · Criticality: How do we create conditions for self-empowerment to think critically about equity, power, and inclusion?

The American Dream for Students of Color examines how the American Dream informs beliefs about talent, hard work, and perseverance rather than dismantling barriers to educational success for marginal students. Using narrative methodologies, connections between the authors narratives and those of school youth and educators are explored.