ISBN:
1787695239
,
9781787695238
Language:
English
Pages:
1 Online-Ressource
Edition:
First edition
Series Statement:
International perspectives on inclusive education volume 13
Parallel Title:
Erscheint auch als Promoting social inclusion
DDC:
302
Keywords:
Social integration
;
Inclusive education
;
Children with disabilities Education
;
PSYCHOLOGY / Social Psychology ; bisacsh
;
Children with disabilities ; Education ; fast ; (OCoLC)fst00855556
;
Inclusive education ; fast ; (OCoLC)fst00968624
;
Social integration ; fast ; (OCoLC)fst01122550
;
Teaching of students with specific learning difficulties, needs
;
PSYCHOLOGY ; Social Psychology
;
Children with disabilities ; Education
;
Inclusive education
;
Social integration
;
Electronic books
Abstract:
Create Opportunities to Interact with PeersIdentify and Address the Barriers to Social Inclusion; Emphasize Reciprocity; Promote Values, Rights and Character Traits that Support Social Inclusion; Examine the Social Structures of the School and Community; Utilize a Whole-school Approach; Attend to Voice; Conclusion; References; Segregation versus Solidarity: Rethinking the Uncritical Commitment to Inclusion; Segregation versus Solidarity; Enforced versus Voluntary; Imposed Agenda versus Common Purpose; Remediation versus Acceptance; Damaged Identities versus Positive Identities
Abstract:
Front Cover; Promoting Social Inclusion: Co-creating Environments That Foster Equity and Belonging; Copyright Page; Contents; List of Tables and Figures; List of Contributors; Foreword; Section 1 Social Inclusion: Affirming Value, Rights And Choice; Social Inclusion and Belonging: Affirming Validation, Agency and Voice; Introduction; Social Inclusion: A Basic Right and Provision of Opportunity; Belonging: A Universal Human Need; Social Inclusion: Interpersonal, School and Community Structures; Social Exclusion and Disability; Strategies to Promote Social Inclusion and Belonging
Abstract:
ImmigrantsConclusion; References; Nurturing Hope, Sense of Belonging and Engagement through Equity; Equity from a Socially and Culturally Situated View; Equity, Exclusion and Democratic Practices in Schools; Equity Encourages Motivation; Equity and Hope and Sense of Belonging; Practicing Equity through Classroom Student Engagement; Equity and Engagement in Dual-language Immersion Programme: Hope and Sense of Belonging; Conclusion; References; Section 2 Social Inclusion and Schools: Programs, Perspectives and Practices; Developing and Promoting Inclusion from Kindergarten to University
Abstract:
Joint Actions between Youth and Non-familial AdultsAdvocating for Youth; Providing Instrumental Knowledge; Joint Projects that Encourage Community Involvement and Civil Engagement; The Role of Social Institutions in Promoting the Social Inclusion of Youth; Using Action Theory to Conceptualize and Conduct Research on Social Inclusion; Data Collection; Data Analysis; Social Inclusion Projects among Young People; Emerging Adulthood as a Joint Project Involving Social Inclusion; Diversity Considerations for Social Inclusion Projects in Young People; Young People Living with Disabilities
Abstract:
Shame versus PrideLow Expectations versus High Expectations; Benevolence versus Respect; Non-disabled Professionals versus Relatable Role Models; A Final Distinction: Social Justice; Find Relatable Role Models and Teach Disability History; Find Places for Students with Disabilities to Gather; Reference; Fostering Social Inclusion of Youth through Joint Action; Contextual Action Theory: Goal-directed Action as Joint Actions and Projects; Levels of Action; Perspectives on Action; Action Systems; Facilitating Social Inclusion through Joint Actions
Abstract:
This volume in the International Perspectives on Inclusive Education Series explores innovative perspectives and practices regarding social inclusion of potentially marginalized individuals from multiple perspectives.This book blends theoretical and evidence-based research about social inclusion and belonging, while simultaneously giving voice to families and individuals who have sought to obtain an inclusive education when experiencing a disability. Section 1, Social Inclusion: Affirming value, rights and choice, explores social inclusion from various frameworks including psychology, philosophy, human rights, social justice, hope and equity. The second section, Social Inclusion and Schools: Programs, perspectives, and practices, reviews a number of evidence-based curricula and interventions to promote social inclusion within educational contexts. Section 3, Securing presence: Dignity, agency and voice, highlights the importance of attending to and learning directly from children with disabilities. Finally, Section 4, Transition to higher education and employment, describes the continuing importance of social inclusion in transition to young adulthood and the workplace. Each chapter offers strategies, guidelines and examples of how professionals, family members and individuals can collaborate to make affirming and co-creating communities that foster equity and belonging for all
Note:
Includes bibliographical references and index
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