Inclusive special education: development of a new theory for the education of children with special educational needs and disabilities
Inclusive education and special education are based on different philosophies and provide alternative views of education for children with special educational needs and disabilities. They are increasingly regarded as diametrically opposed in their approaches. This article presents a theory of inclus...
Ausführliche Beschreibung
Autor*in: |
Hornby, Garry [verfasserIn] |
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Format: |
Artikel |
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Sprache: |
Englisch |
Erschienen: |
2015 |
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Rechteinformationen: |
Nutzungsrecht: © 2015 NASEN |
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Schlagwörter: |
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Übergeordnetes Werk: |
Enthalten in: British journal of special education - Oxford : Blackwell, 1985, 42(2015), 3, Seite 234-256 |
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Übergeordnetes Werk: |
volume:42 ; year:2015 ; number:3 ; pages:234-256 |
Links: |
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DOI / URN: |
10.1111/1467-8578.12101 |
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OLC1963546776 |
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10.1111/1467-8578.12101 doi PQ20160617 (DE-627)OLC1963546776 (DE-599)GBVOLC1963546776 (PRQ)s711-617ebc904c02cb8a90e59a8edf5bb92a2a3e5d97ac2d697747f9d729cf9966d00 (KEY)0018198620150000042000300234inclusivespecialeducationdevelopmentofanewtheoryfo DE-627 ger DE-627 rakwb eng 370 DNB Hornby, Garry verfasserin aut Inclusive special education: development of a new theory for the education of children with special educational needs and disabilities 2015 Text txt rdacontent ohne Hilfsmittel zu benutzen n rdamedia Band nc rdacarrier Inclusive education and special education are based on different philosophies and provide alternative views of education for children with special educational needs and disabilities. They are increasingly regarded as diametrically opposed in their approaches. This article presents a theory of inclusive special education that comprises a synthesis of the philosophy, values and practices of inclusive education with the interventions, strategies and procedures of special education. Development of inclusive special education aims to provide a vision and guidelines for policies, procedures and teaching strategies that will facilitate the provision of effective education for all children with special educational needs and disabilities. Nutzungsrecht: © 2015 NASEN inclusive education disabilities special educational needs special education Enthalten in British journal of special education Oxford : Blackwell, 1985 42(2015), 3, Seite 234-256 (DE-627)166343137 (DE-600)150005-3 (DE-576)014693399 0305-7526 nnns volume:42 year:2015 number:3 pages:234-256 http://dx.doi.org/10.1111/1467-8578.12101 Volltext http://onlinelibrary.wiley.com/doi/10.1111/1467-8578.12101/abstract GBV_USEFLAG_A SYSFLAG_A GBV_OLC SSG-OLC-BIF AR 42 2015 3 234-256 |
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10.1111/1467-8578.12101 doi PQ20160617 (DE-627)OLC1963546776 (DE-599)GBVOLC1963546776 (PRQ)s711-617ebc904c02cb8a90e59a8edf5bb92a2a3e5d97ac2d697747f9d729cf9966d00 (KEY)0018198620150000042000300234inclusivespecialeducationdevelopmentofanewtheoryfo DE-627 ger DE-627 rakwb eng 370 DNB Hornby, Garry verfasserin aut Inclusive special education: development of a new theory for the education of children with special educational needs and disabilities 2015 Text txt rdacontent ohne Hilfsmittel zu benutzen n rdamedia Band nc rdacarrier Inclusive education and special education are based on different philosophies and provide alternative views of education for children with special educational needs and disabilities. They are increasingly regarded as diametrically opposed in their approaches. This article presents a theory of inclusive special education that comprises a synthesis of the philosophy, values and practices of inclusive education with the interventions, strategies and procedures of special education. Development of inclusive special education aims to provide a vision and guidelines for policies, procedures and teaching strategies that will facilitate the provision of effective education for all children with special educational needs and disabilities. Nutzungsrecht: © 2015 NASEN inclusive education disabilities special educational needs special education Enthalten in British journal of special education Oxford : Blackwell, 1985 42(2015), 3, Seite 234-256 (DE-627)166343137 (DE-600)150005-3 (DE-576)014693399 0305-7526 nnns volume:42 year:2015 number:3 pages:234-256 http://dx.doi.org/10.1111/1467-8578.12101 Volltext http://onlinelibrary.wiley.com/doi/10.1111/1467-8578.12101/abstract GBV_USEFLAG_A SYSFLAG_A GBV_OLC SSG-OLC-BIF AR 42 2015 3 234-256 |
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10.1111/1467-8578.12101 doi PQ20160617 (DE-627)OLC1963546776 (DE-599)GBVOLC1963546776 (PRQ)s711-617ebc904c02cb8a90e59a8edf5bb92a2a3e5d97ac2d697747f9d729cf9966d00 (KEY)0018198620150000042000300234inclusivespecialeducationdevelopmentofanewtheoryfo DE-627 ger DE-627 rakwb eng 370 DNB Hornby, Garry verfasserin aut Inclusive special education: development of a new theory for the education of children with special educational needs and disabilities 2015 Text txt rdacontent ohne Hilfsmittel zu benutzen n rdamedia Band nc rdacarrier Inclusive education and special education are based on different philosophies and provide alternative views of education for children with special educational needs and disabilities. They are increasingly regarded as diametrically opposed in their approaches. This article presents a theory of inclusive special education that comprises a synthesis of the philosophy, values and practices of inclusive education with the interventions, strategies and procedures of special education. Development of inclusive special education aims to provide a vision and guidelines for policies, procedures and teaching strategies that will facilitate the provision of effective education for all children with special educational needs and disabilities. Nutzungsrecht: © 2015 NASEN inclusive education disabilities special educational needs special education Enthalten in British journal of special education Oxford : Blackwell, 1985 42(2015), 3, Seite 234-256 (DE-627)166343137 (DE-600)150005-3 (DE-576)014693399 0305-7526 nnns volume:42 year:2015 number:3 pages:234-256 http://dx.doi.org/10.1111/1467-8578.12101 Volltext http://onlinelibrary.wiley.com/doi/10.1111/1467-8578.12101/abstract GBV_USEFLAG_A SYSFLAG_A GBV_OLC SSG-OLC-BIF AR 42 2015 3 234-256 |
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Inclusive education and special education are based on different philosophies and provide alternative views of education for children with special educational needs and disabilities. They are increasingly regarded as diametrically opposed in their approaches. This article presents a theory of inclusive special education that comprises a synthesis of the philosophy, values and practices of inclusive education with the interventions, strategies and procedures of special education. Development of inclusive special education aims to provide a vision and guidelines for policies, procedures and teaching strategies that will facilitate the provision of effective education for all children with special educational needs and disabilities. |
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Inclusive education and special education are based on different philosophies and provide alternative views of education for children with special educational needs and disabilities. They are increasingly regarded as diametrically opposed in their approaches. This article presents a theory of inclusive special education that comprises a synthesis of the philosophy, values and practices of inclusive education with the interventions, strategies and procedures of special education. Development of inclusive special education aims to provide a vision and guidelines for policies, procedures and teaching strategies that will facilitate the provision of effective education for all children with special educational needs and disabilities. |
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<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a2200265 4500</leader><controlfield tag="001">OLC1963546776</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20211208171228.0</controlfield><controlfield tag="007">tu</controlfield><controlfield tag="008">160206s2015 xx ||||| 00| ||eng c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.1111/1467-8578.12101</subfield><subfield code="2">doi</subfield></datafield><datafield tag="028" ind1="5" ind2="2"><subfield code="a">PQ20160617</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)OLC1963546776</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)GBVOLC1963546776</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(PRQ)s711-617ebc904c02cb8a90e59a8edf5bb92a2a3e5d97ac2d697747f9d729cf9966d00</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(KEY)0018198620150000042000300234inclusivespecialeducationdevelopmentofanewtheoryfo</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="082" ind1="0" ind2="4"><subfield code="a">370</subfield><subfield code="q">DNB</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Hornby, Garry</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Inclusive special education: development of a new theory for the education of children with special educational needs and disabilities</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2015</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">ohne Hilfsmittel zu benutzen</subfield><subfield code="b">n</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Band</subfield><subfield code="b">nc</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Inclusive education and special education are based on different philosophies and provide alternative views of education for children with special educational needs and disabilities. They are increasingly regarded as diametrically opposed in their approaches. This article presents a theory of inclusive special education that comprises a synthesis of the philosophy, values and practices of inclusive education with the interventions, strategies and procedures of special education. 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