rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: Inclusive education for students with intellectual disabilities
  name:
    name part: Craven, Rhonda G.
    role:
      role term: editor.
  type of resource: text
  genre: bibliography
  genre: elektronické knihy
  genre: electronic books
  origin info:
    place:
      place term: enk
    date issued: 2015
    copyright date: 2015
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: remote
    extent: 1 online resource (xxi, 332 pages)
  abstract: As a social justice endeavor, one of the goals of inclusive education is to bolster the education of all students by promoting equal opportunities for all, and investing sufficient support, curriculum and pedagogy that cultivates high self-concepts, emphasizes students' strengths rather than weaknesses, and assists students to reach their optimal potential to make a contribution to society. Dedicated to the identification of international strategies to achieve this goal, Inclusive Education for Students with Intellectual Disabilities presents examples of theory, research, policy, and practice that will advance our understanding of how best to educate and more generally structure educational environments to promote social justice and equity. Importantly, this discussion transcends research methodology, context, and geographical locations and may lead to far-reaching applications. As such, the focus is placed on research-derived educational and psycho-educative practices that seed success for students with intellectual disabilities in inclusive educational settings and the volume showcases new directions in theory, research, and practice that may inform the education and psychosocial development of students with intellectual disabilities globally.The chapter contributors in this volume consist of 31 scholars from ten different countries, and they come from a great variety of research areas (i.e., teacher education, educational psychology, special education and disability policy, special needs and inclusive education, health sciences). This volume, with a series of subsections, offers insights and useful strategies to promote meaningful advances for students with intellectual disabilities globally.
  table of contents: Foreword / Christophe Maïano -- Series introduction / Elinor L. Brown, Rhonda G. Craven, and George F. McLean -- Volume introduction / Rhonda G. Craven, Alexandre J. S. Morin, Danielle Tracey, Philip D. Parker, and Hua Flora Zhong -- Acknowledgements -- Part I: Promoting effective transition programs to facilitate future success and opportunities -- Chapter 1. An intensive early intervention program: building inclusive communities and transitioning to kindergarten / Claude L. Normand, Julie Ruel, and Lucie Leclair Arvisais -- Chapter 2. A Canadian perspective on the inclusion of students with intellectual disabilities in high schools / Tiffany L. Gallagher and Sheila Bennett -- Chapter 3. Starting with the end in mind: inclusive education designed to prepare students for adult life / Kathryn Best, LaRon A. Scott, and Colleen A. Thoma -- Chapter 4. Enhancing the postschool outcomes of students with intellectual disabilities in Singapore: an illustrative example of developing a transition program / Mee Choo Soh and Levan Lim -- Part II: Pedagogy and learning environments that enhance social justice and educational outcomes -- Chapter 5. Looking back on the inclusive education career of three young adults with intellectual disabilities in the Flemish speaking part of Belgium: becoming and belonging / Geert Van Hove, Elisabeth De Schauwer, Inge Van de Putte -- Chapter 6. Inclusive research and learning environments: ideas and suggestions for inclusive research and the development of supportive learning environments for children with autism and intellectual disabilities / Eija Kärnä -- Chapter 7. Experiences of learning: students with intellectual disabilities in higher education in Ireland / John Kubiak and Michael Shevlin -- Part III: Enabling self-determination and authentic participation in decision-making -- Chapter 8. Including students with intellectual disability in decision making and future planning during and after upper-secondary education - a Finnish case…
  note: edited by Rhonda G. Craven (Australian Catholic University), Alexandre J. S. Morin (Australian Catholic University), Danielle Tracey (University of Western Sydney), Philip D. Parker (Australian Catholic University), and Hua Flora Zhong (Australian Catholic University).
  note: Plný text je dostupný pouze z IP adres počítačů Univerzity Tomáše Bati ve Zlíně nebo vzdáleným přístupem pro zaměstnance a studenty
  note: Includes bibliographical references.
  subject:
    topic: Children with mental disabilities
    topic: Education
    genre: Cross-cultural studies
  subject:
    topic: Inclusive education
    genre: Cross-cultural studies
  subject:
    topic: Education
    topic: Inclusive Education
  subject:
    topic: Educational strategies and policy: inclusion
  classification: 371.928
  classification: 37.07
  related item:
    title info:
      title: International advances in education
  identifier: 9781806611584
  identifier: https://proxy.k.utb.cz/login
  access condition: Plný text je dostupný pouze z IP adres počítačů Univerzity Tomáše Bati ve Zlíně nebo vzdáleným přístupem pro zaměstnance a studenty
  record info:
    record content source: DLC
    record creation date: 150505
    record change date: 20150929142301.0
    record identifier: em-9781806611584
    language of cataloging:
      language term: eng