Expanding Possibilities for Inclusive Learning
Expanding Possibilities for Inclusive Learning

Author: Kristine Black-Hawkins

Publisher: Taylor & Francis

Published: 2022-10-12

Total Pages: 196

ISBN-13: 1000655881

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While many teachers articulate a strong commitment to the values of equity and excellence underpinning inclusive education, they are often anxious about teaching increasingly diverse classes of children. This book, co-authored by researchers and practitioners, offers a strong foundation in the key principles, theories and debates that underpin current understandings of inclusive education and their implications for the development of inclusive learning for all members of a school’s community. Drawing on a wide range of recent research and practice, Expanding Possibilities for Inclusive Learning offers perspectives on inclusion from teachers, school leaders, other practitioners, children and parents. Readers are encouraged to reflect on their own beliefs, knowledge and practices as they plan to expand possibilities for inclusive learning in their own context. Each chapter provides reflective and practical activities to support practitioners to try out ideas in classrooms and schools. As part of the Unlocking Research series, the book draws on recent research to enrich the professional development of student and practising teachers, teaching assistants and school leaders. The examples of practice and reflective activities that run throughout offer authentic opportunities to challenge existing practices and policies and bring about meaningful change.

Unlocking Potential Students Expansion
Unlocking Potential Students Expansion

Author: Vathani Ariyam

Publisher: Vathani Ariyam

Published: 2024-04-14

Total Pages: 11

ISBN-13:

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Introduction: In the dynamic landscape of education, fostering active participation and deep understanding among students is paramount to expanding the training sessions. Educators strive to cultivate an environment where students feel empowered to explore, question, and grow. Yet, effective student engagement can often seem elusive during diverse learning styles, evolving technologies, and shifting educational paradigms. This eBook, "Unlocking Potential Students Expansion,” emerges as a beacon for educators navigating the complexities of contemporary teaching. Within these pages, we embark on a journey to discover innovative approaches, time-tested methodologies, and practical techniques to amplify student involvement and comprehension. Drawing upon insights from experienced educators, cutting-edge research, and real-world examples, this eBook is a comprehensive resource for those seeking to enrich their teaching practices. Whether you're an instructor in a traditional classroom setting, an online educator pioneering new digital frontiers, or a facilitator in a hybrid learning environment, the principles outlined herein are designed to transcend boundaries and spark transformative learning experiences. From interactive lesson plans and immersive activities to inclusive teaching strategies and technology integration, "Unlocking Potential" provides a diverse toolkit to tailor your teaching to your student's unique needs and aspirations. As we delve into the multifaceted realm of student engagement, we'll uncover the art of fostering curiosity, nurturing critical thinking skills, and cultivating a sense of belonging within the classroom community. In the spirit of collaboration and continuous improvement, this eBook invites you to embark on a quest for educational excellence that celebrates every student's inherent potential and embraces the joys of lifelong learning. Together, let us embark on this odyssey to unlock the full spectrum of possibilities within our educational spaces and empower students to thrive in an ever-changing world.

A Sociology of Special and Inclusive Education
A Sociology of Special and Inclusive Education

Author: Sally Tomlinson

Publisher: Taylor & Francis

Published: 2017-02-24

Total Pages: 197

ISBN-13: 1317294408

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A Sociology of Special and Inclusive Education brings sociological perspectives to bear on the social, political and economic policies and practices that comprise special and inclusive education, and the education of lower attainers. Increasingly governments have accepted the premise that education should incorporate all social and ethnic groups, especially those regarded as having special educational needs, disabilities and difficulties in learning, but despite a plethora of literature on special and inclusive education world-wide, governments are still unsure of the reasons for this sector’s expansion in their national education systems. Professor Tomlinson applies critical sociological perspectives to the social processes, policies and practices that comprise special and inclusive education, particularly in England and the USA. She clearly examines the way in which people or groups exercise power and influence to shape this area of education, and discusses the conflicts of interest that arise in resulting social interactions and relationships. Key questions asked include: Why and how has a whole sector of education dealing with young people regarded as having learning difficulties, low attainments, behaviour problems or disabilities developed? How have special education programmes and resources become subsumed into variations of inclusive education? Why have ideological beliefs in hierarchies of ability, limits to learning potential and IQ as measurement continued to legitimate the treatment of young people? What happens to young people after their special, included or lower attainers' programmes, in terms of work and life chances? A Sociology of Special and Inclusive Education will be of interest to a wide range of educators, professionals, practitioners and policy-makers concerned with special, inclusive and vocational education, in addition to undergraduate, post-graduate and research students and academics.

Two Teachers in the Room
Two Teachers in the Room

Author: Elizabeth Stein

Publisher: Routledge

Published: 2017-09-13

Total Pages: 139

ISBN-13: 1134987935

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This new co-publication from Routledge and MiddleWeb provides a wealth of practical strategies and tips to help K–12 educators co-teach more effectively. Author Elizabeth Stein presents examples of different co-teaching models and shows how to cultivate a dynamic co-teaching relationship to benefit all students. Whether you’re a brand new co-teacher or are simply looking to improve the dynamics in your classroom, the research-based strategies, vignettes, and ready-to-use assessment rubrics in this book will help you create a positive learning culture that influences all learners, teachers, and students alike. Topics include: Selecting and implementing the appropriate co-teaching model to optimize student learning; Developing an effective curriculum that plays to the strengths of both teachers; Creating a learning environment that promotes self-reflection and nurtures critical thinking; Accommodating all learners by embracing a multi-dimensional view of teacher knowledge; and Providing specific, attentive feedback to help students take charge of their learning. The book also features book discussion questions for each chapter so you can work with colleagues during book studies and PLCs.

ECEL2015-14th European Conference on e-Learning,
ECEL2015-14th European Conference on e-Learning,

Author: Amanda Jefferies and Marija Cubric

Publisher: Academic Conferences and publishing limited

Published: 2015-10-13

Total Pages: 852

ISBN-13: 1910810703

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These Proceedings represent the work of contributors to the 14th European Conference on e-Learning, ECEL 2015, hosted this year by the University of Hertfordshire, Hatfield, UK on 29-30 October 2015. The Conference and Programme Co-Chairs are Pro-fessor Amanda Jefferies and Dr Marija Cubric, both from the University of Hertfordshire. The conference will be opened with a keynote address by Professor Patrick McAndrew, Director, Institute of Educational Tech-nology, Open University, UK with a talk on "Innovating for learning: designing for the future of education." On the second day the keynote will be delivered by Professor John Traxler, University of Wolverhampton, UK on the subject of "Mobile Learning - No Longer Just e-Learning with Mobiles." ECEL provides a valuable platform for individuals to present their research findings, display their work in progress and discuss conceptual advances in many different branches of e-Learning. At the same time, it provides an important opportunity for members of the EL community to come together with peers, share knowledge and exchange ideas. With an initial submission of 169 abstracts, after the double blind, peer review process there are 86 academic papers,16 Phd Papers, 5 Work in Progress papers and 1 non academic papers in these Conference Proceedings. These papers reflect the truly global nature of research in the area with contributions from Algeria, Australia, Austria, Belgium, Botswana, Canada, Chile, Cov-entry, Czech Republic, Denmark, Egypt, England, Estonia, France, Germany, Ireland, Japan, Kazakhstan, New Zealand, Nigeria, Norway, Oman, Portugal, Republic of Kazakhstan, Romania, Saudi Arabia, Scotland, Singapore, South Africa, Sweden, the Czech Republic, Turkey, Uganda, UK, United Arab Emirates, UK and USA, Zimbabwe. A selection of papers - those agreed by a panel of reviewers and the editor will be published in a special conference edition of the EJEL (Electronic Journal of e-Learning www.ejel.org ).

Creating and Negotiating Collaborative Spaces for Socially?Just Anti?Bullying Interventions for K?12 Schools
Creating and Negotiating Collaborative Spaces for Socially?Just Anti?Bullying Interventions for K?12 Schools

Author: Azadeh F. Osanloo

Publisher: IAP

Published: 2016-11-01

Total Pages: 442

ISBN-13: 1681237261

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Across the United States, schools face the daunting issue of confronting the widespread effects of bullying, which threaten the physical, emotional, and intellectual well?being and development of youth. Creating and Negotiating Collaborative Spaces for Socially?Just Anti?Bullying Interventions for K?12 Schools is a theoretically and empirically grounded edited volume that describes practical ways to address bullying at both systemic and individual levels. Central to the scope of the book is a diversity?focused approach to assessing and conceptualizing discrimination and bullying among marginalized youth, such as LGBTQ, mixed race, gifted and talented, and special needs populations. Interspersed with concrete, real?life examples, each chapter in the volume expands on the multiple dimensions of bullying as well as research?backed anti?bullying interventions. The book advances previous literature by addressing contemporary issues in bullying. Special topics include teacher?to?student bullying, cyberbullying, restorative justice practices, and assessment of attitudes toward addressing bullying.

Cases on Active Blended Learning in Higher Education
Cases on Active Blended Learning in Higher Education

Author: Padilla Rodriguez, Brenda Cecilia

Publisher: IGI Global

Published: 2021-02-12

Total Pages: 377

ISBN-13: 1799878589

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Active blended learning (ABL) is a pedagogical approach that combines sensemaking activities with focused interactions in appropriate learning settings. ABL has become a great learning tool as it is easily accessible online, with digitally rich environments, close peer and tutor interactions, and accommodations per individual learner needs. It encompasses a variety of concepts, methods, and techniques, such as collaborative learning, experiential learning, problem-based learning, team-based learning, and flipped classrooms. ABL is a tool used by educators to develop learner autonomy, engaging students in knowledge construction, reflection, and critique. In the current educational climate, there is a strong case for the implementation of ABL. Cases on Active Blended Learning in Higher Education explores strategies and methods to implement ABL in higher education. It will provide insights into teaching practice by describing the experiences and reflections of academics from around the world. The chapters analyze enablers, barriers to engagement, outcomes, implications, and recommendations to benefit from ABL in different contexts, as well as associated concepts and models. While highlighting topics such as personalized university courses, remote service learning, team-based learning, and universal design, this book is ideal for in-service and preservice teachers, administrators, instructional designers, teacher educators, practitioners, researchers, academicians, and students interested in pedagogical approaches aligned to ABL and how this works in higher education institutions.