Inclusive Learning and Educational Equity 5
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Educational Policy, 6
(1), 17–20. https://doi.org/10.1080/20020317.2020.1730092 Hitchcock, C., Meyer, A., Rose, D., & Jackson, R. (2002). Providing new access to the general curriculum: Universal design for learning. Teaching Exceptional Children, 35(2), 8–17. https:// doi.org/10.1177/004005990203500201 Hornby, G. (2015). Inclusive special education: Development of a new theory for the education of children with special educational needs and disabilities. British Journal of Special Education, 42 (3), 234–256. https://doi.org/10.1111/1467- 8578.12101 Hovey, K. A., & Ferguson, S. L. (2014). Teacher perspectives and experiences: Using project- based learning with exceptional and diverse students. Curriculum & Teaching Dialogue, 16 (1/2), 77–90. Kaffemanien ė, I. (2005). Pedagoginės sąveikos struktūra ugdant mokymosi negalių turinčius mok- sleivius bendrojo lavinimo klas ėje [Structure of pedagogical interaction when educating pupils with learning disabilities in general classrooms]. Specialusis Ugdymas [Special education], (1), 85–101. Katz, J. (2013). The three block model of universal design for learning (UDL): Engaging students in inclusive education. Canadian Journal of Education, 36(1). Keskitalo, P., & Olsen, T. (2019). Historical and political perspectives on Sámi and inclusive school systems in Norway. In M. C. Beaton, D. B. Hirshberg, G. R. Maxwell, & J. Spratt (Eds). Including the North: A comparative study of the policies on inclusion and equity in the circum- polar North (pp. 109–123). http://urn.fi/URN:ISBN:978- 952- 337- 136- 1 . Magazzini, T. (2020). Integration as an essentially contested concept: Questioning the assumptions behind the national Roma integration strategies of Italy and Spain. In S. Hinger & R. Schweitzer (Eds.), Politics of (Dis) Integration (pp. 41–59). Springer Open. Magnússon, G., Göransson, K., & Lindqvist, G. (2019). Contextualizing inclusive education in educational policy: The case of Sweden. Nordic Journal of Studies in Educational Policy, 5(2), 67–77. https://doi.org/10.1080/20020317.2019.1586512 1 Preconditions of Transforming the Educational Process by Applying Inclusive… 20 Meier, B. S., & Rossi, K. A. (2020). Removing instructional barriers with UDL. Kappa Delta Pi Record, 56 (2), 82–88. https://doi.org/10.1080/00228958.2020.1729639 Meyer, A., Rose, D. H., & Gordon, D. (2014). Universal design for learning: Theory and prac- tice . CAST. Mills, M., Monk, S., Keddie, A., Renshaw, P., Christie, P., Geelan, D., & Gowlett, C. (2014). Differentiated learning: From policy to classroom. Oxford Review of Education, 40(3), 331–348. https://doi.org/10.1016/j.edurev.2019.100306 Nieminen, J. H., & Pesonen, H. V. (2020). Taking universal design back to its roots: Perspectives on accessibility and identity in undergraduate mathematics. Education Sciences, 10(1), 12. https://doi.org/10.3390/educsci10010012 Qu, X. (2020). A critical realist model of inclusive education for children with special educational needs and/or disabilities. International Journal of Inclusive Education, 1–15. https://doi.org/ 10.1080/13603116.2020.1760366 Ramberg, J., & Watkins, A. (2020). Exploring inclusive education across Europe: Some insights from the European Agency statistics on inclusive education. FIRE: Forum for International Research in Education, 6 (1), 85–101. Ramdass, D., & Zimmerman, B. J. (2008). Effects of self-correction strategy training on middle school students’ self-efficacy, self-evaluation, and mathematics division learning. Journal of Download 5.65 Kb. Do'stlaringiz bilan baham: |
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