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Dit boek doet verslag van de resultaten van de eerste en tweede tranche proefprojecten van het Nederlandse landelijk programma onderwijs-zorgarrangementen voor zeer moeilijk plaatsbare kinderen. Centraal staan de beschrijvingen ven zestien programma's en aanpakken die scholen voor speciaal onderwijs in samenwerking met zorginstellingen hebben ontwikkeld voor leerlingen met zeer ernstige schoolbelemmeringen.

#KVHB:Onderwijspsychologie --- #KVHB:Buitengewoon onderwijs --- #KVHB:Jeugdbescherming --- 060321.jpg --- Bijzonder onderwijs: moeilijk plaatsbare leerlingen: Nederland

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This book focuses on special organizational configurations for schools in diverse parts of the world. Some of these new organizational and institutional designs are called multi-service schools, others are called extended service schools and still others are called community learning centers. While these schools have different names and notable different characteristics, they belong in the same category because of a common feature in their design: they connect schools with once-separate community programs and services.Chief among the prototypes for these new organizational and institutional designs are the ones featured in the book’s title. Some are called multi-service schools to indicate that they selectively provide some new programs and services. Others are called extended service schools to indicate that they serve young people beyond the regular school day, seeking influence and control over out-of-school time while enabling alternative teaching-learning strategies, and providing services other than typical “pupil support services.” Still others are called community learning centers, a name that showcases the educational functions and priorities of schools and announcing priorities for adult learning and development. Community schools, still called in some places full-service community schools, serves as a prototype that increasingly positions schools as multi-purpose, multi-component, anchor institutions serving identifiable neighborhoods and entire rural communities. The book is structured to enhance understanding of these organizational prototypes and provides comparative social analysis. It also identifies knowledge needs and gaps as well as developmental territory for the future. .

Theory & Practice of Education --- Education --- Social Sciences --- School facilities --- Schools --- Planning. --- Design and construction. --- Public institutions --- Public schools --- Educational planning --- Administration, Organization and Leadership. --- International and Comparative Education. --- Educational Policy and Politics. --- School management and organization. --- School administration. --- International education . --- Comparative education. --- Educational policy. --- Education and state. --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Education, Comparative --- Global education --- Intellectual cooperation --- Internationalism --- Administration, Educational --- Educational administration --- Inspection of schools --- Operation policies, School --- Policies, School operation --- School administration --- School inspection --- School operation policies --- School organization --- Management --- Organization --- Government policy --- History --- Inspection --- Management and organization --- Onderwijs --- Wereld

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This book focuses on special organizational configurations for schools in diverse parts of the world. Some of these new organizational and institutional designs are called multi-service schools, others are called extended service schools and still others are called community learning centers. While these schools have different names and notable different characteristics, they belong in the same category because of a common feature in their design: they connect schools with once-separate community programs and services.Chief among the prototypes for these new organizational and institutional designs are the ones featured in the book’s title. Some are called multi-service schools to indicate that they selectively provide some new programs and services. Others are called extended service schools to indicate that they serve young people beyond the regular school day, seeking influence and control over out-of-school time while enabling alternative teaching-learning strategies, and providing services other than typical “pupil support services.” Still others are called community learning centers, a name that showcases the educational functions and priorities of schools and announcing priorities for adult learning and development. Community schools, still called in some places full-service community schools, serves as a prototype that increasingly positions schools as multi-purpose, multi-component, anchor institutions serving identifiable neighborhoods and entire rural communities. The book is structured to enhance understanding of these organizational prototypes and provides comparative social analysis. It also identifies knowledge needs and gaps as well as developmental territory for the future. .

School management --- Teaching --- Educational sciences --- Organization theory --- vergelijkende pedagogiek --- onderwijspolitiek --- organisatiemanagement --- onderwijs --- leidinggeven --- opvoeding --- administratie --- onderwijsonderzoek

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BMLIK

Social stratification --- Sociology of education --- Social policy and particular groups --- sociale uitsluiting --- 316.442 --- 371.014.2 --- Education and state --- -Equality --- Marginality, Social --- Social policy --- Children with social disabilities --- -Youth with social disabilities --- -#SBIB:316.334.1O340 --- #SBIB:316.8H15 --- 364.24 --- #A0107A --- 742 Scholieren en studenten --- 733 Onderwijsbegeleiding, onderwijsinspectie --- 364.22 --- Sociale uitsluiting : preventie --- onderwijssociologie --- At-risk youth (Social sciences) --- Socially handicapped youth --- Youth at risk (Social sciences) --- People with social disabilities --- Youth with disabilities --- Socially handicapped children --- Children with disabilities --- National planning --- State planning --- Economic policy --- Family policy --- Social history --- Exclusion, Social --- Marginal peoples --- Social exclusion --- Social marginality --- Assimilation (Sociology) --- Culture conflict --- Social isolation --- Sociology --- Egalitarianism --- Inequality --- Social equality --- Social inequality --- Political science --- Democracy --- Liberty --- Education --- Education policy --- Educational policy --- State and education --- Endowment of research --- Gelijkheid. Ongelijkheid. Pluralisme. Sociale ongelijkheid --- Onderwijs. Schoolonderwijs --(maatschappelijke betekenis) --- Social aspects --- Onderwijs en sociale verandering, onderwijs en samenleving --- Welzijns- en sociale problemen: sociale ongelijkheid en armoede --- Government policy --- Equality --- Youth with social disabilities --- 371.014.2 Onderwijs. Schoolonderwijs --(maatschappelijke betekenis) --- 316.442 Gelijkheid. Ongelijkheid. Pluralisme. Sociale ongelijkheid --- #SBIB:316.334.1O340 --- Marginality [Social ] --- Cross-cultural studies

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Dit boek doet verslag van de resultaten van een praktijkstudie van het Landelijk Centrum Onderwijs & Jeugdzorg (LCOJ) naar veelbelovende initiatieven die de zorgverlening voor kinderen met ADHD, hun ouders en leerkrachten in het basisonderwijs beogen te verbeteren. Speciale aandacht gaat daarbij uit naar regionale samenwerking tussen het onderwijs, de gezondheidszorg en de jeugdzorg. Er wordt ingegaan op de achtergrond en doelstellingen van het project en de geselecteerde initiatieven in de regio's Rotterdam, Maastricht, Delft en Lelystad. (Bron: covertekst)

Orthopedagogics --- orthopedagogiek --- ADHD (attention deficit hyperactivity disorder) --- aanwinstenlijst december 05 --- 670 Gezondheid --- 464 --- ADHD --- 050929.jpg --- ADHD: kinderen