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La publication est issue d’un congrès international organisé à Bordeaux en octobre 2022 sur le thème de l’éthique inclusive, envisagée comme nouvel horizon éducatif pour les enseignants et pour l’enseignement. Cette recherche esquisse les contours conceptuels d’une approche éthique de l’éducation dite inclusive, entre conceptions de l’homme dans son rapport au savoir et enjeux des idéaux démocratiques. Ce livre étudie également de singulières exceptions à la norme éducative, que les contextes ne manquent pas de charrier, qu’il s’agisse d’environnements sociaux, géographiques ou de nosographies de santé. La réflexion sur la dimension éventuellement ségrégative du travail de dénomination et de catégorisation de la différence amène progressivement les auteurs à l’épineuse question des réponses éducatives et pédagogiques adaptées à ces situations singulières. Au coeur du processus, des propositions de nouveaux outils, de nouvelles stratégies ou de nouvelles approches sont dépliées , non sans une mise en l’épreuve scientifique de leur pertinence dans la continuité dans le temps et les espaces culturels

Mainstreaming in education

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In addition to contributions from research and development, the focus is on comparative country studies and current issues of digitisation in the context of inclusion. Furthermore, the volume also presents informative short contributions or profiles of current projects. Through this joint national and international The aim of this joint national and international overview of findings and project resources is to strengthen the sustainability of knowledge and ensure its transfer from research to the respective fields of practice.

Inclusive education. --- Mainstreaming in education. --- Marginality, Social.

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Since its successful performance in the PISA studies, at the latest, the Finnish education system has become the focus of public interest. In the media coverage of recent years, the Finnish school system has often been brought into play as a prime example of important challenges for educational policy.This is particularly true of the issue of inclusive education. While few studies to date have seriously questioned the Finnish "educational miracle", this book aims to provide an objective account of the current situation in Finland. In doing so, it takes a differentiated and critical look at inclusive schooling in Finland. In order to achieve this, the inclusive school and classroom culture is examined using qualitative research approaches in selected Finnish schools. The building blocks of an inclusive school developed by Reich (2014) are used as criteria for analysis. Based on the findings of this research, the book concludes by examining and discussing what Germany (and other countries) can learn from Finland with regard to the topic of inclusion. The author Christopher Mihajlovic (born 1984) studied education and special education (with the subjects of physical education and English) in Frankfurt am Main and Heidelberg. Since 2011, the author has been working as a special education teacher in inclusive learning environments and is currently lecturer at University of Education, Heidelberg. In 2016/2017, he spent a year studying and researching Finnish school culture at the University of Helsinki (Finland). This book is a translation of an original German edition. The translation was done with the help of artificial intelligence (machine translation by the service DeepL.com). A subsequent human revision was done primarily in terms of content, so that the book will read stylistically differently from a conventional translation.

Teacher education. Teacher's profession --- Teaching --- Educational sciences --- vergelijkende pedagogiek --- onderwijs --- lerarenopleiding --- onderwijsonderzoek --- lesgeven --- Inclusive education. --- Mainstreaming in education. --- Mainstreaming in education --- Educació inclusiva --- Finlàndia

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Des dispositifs de scolarisation innovants, tels que ceux avec lesquels nous avons travaillé, permettent de mettre en œuvre les principes de l'école inclusive. À travers cet ouvrage qui s'inscrit dans le champ de la psychopathologie développementale, nous nous sommes intéressés aux trajectoires développementales d'enfants ayant un TSA. Sur ce point, le travail de recherche présenté témoigne de l'intérêt de mettre en place un protocole développemental de suivi des enfants scolarisés dans le cadre de ce type de dispositif novateur. À travers cet ouvrage, la médiation par les pairs a également été présentée comme une approche intéressante, pouvant être appliquée dans le cadre de ces dispositifs pour favoriser l'inclusion sociale et scolaire des élèves ayant un TSA. Gaëtan Briet est maitre de conférences en psychologie du développement à l'université de Nîmes. Cet ouvrage est issu de la thèse de Gaëtan Briet intitulée Inclusion scolaire et mise en place d'un accompagnement médico-psychologique précoce pour les enfants présentant un Trouble du spectre de l'autisme, qui a reçu le prix de thèse de l'INSHEA en 2021.

Mainstreaming in education --- Autistic children --- Autism spectrum disorders in children. --- Education

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"Bringing together international authors to examine how diversity and inclusion impact assessment in higher education, this book provides educators with the knowledge and understanding required to transform practices so that they are more equitable and inclusive of diverse learners. Assessment drives learning and determines who succeeds. Assessment for Inclusion in Higher Education is written to ensure that no student is unfairly or unnecessarily disadvantaged by the design or delivery of assessment. The chapters are structured according to three themes: 1. macro contexts of assessment for inclusion: societal and cultural perspectives; 2. meso contexts of assessment for inclusion: institutional and community perspectives; and 3. micro contexts of assessment for inclusion: educators, students and interpersonal perspectives. These three levels are used to identify new ways of mobilising the sector towards assessment for inclusion in a systematic and scholarly way. This book is essential reading for those in higher education who design and deliver assessment, as well as researchers and postgraduate students exploring assessment, equity and inclusive pedagogy"--

Educational tests and measurements --- Inclusive education. --- Education, Higher --- Evaluation. --- Inclusion (Education) --- Inclusive learning --- Inclusive schools movement --- Least restrictive environment --- Education --- Mainstreaming in education