Welcome to Loot.co.za!
Sign in / Register |Wishlists & Gift Vouchers |Help | Advanced search
|
Your cart is empty |
|||
Showing 1 - 12 of 12 matches in All Departments
In spite of the perceived differences between Eastern and Western culture and society, the education systems of Britain and China can be seen to share certain goals, priorities and challenges. Modernisation is very much a core objective for educators in both countries. Moreover, both education systems must confront the tension between promoting social inclusion and achieving competitive academic excellence. Based upon the author's extensive teaching experience and over a decade's research into inclusion and exclusion in Britain, China and Hong Kong, this book provides an original, stimulating and insightful perspective on inclusive educational reform in two different cultures. It examines a broad range of educational environments, from kindergartens to teacher training colleges, and draws upon a fascinating diversity of official and personal documentary sources. Primarily concerned with the question of inclusion, the book also addresses issues of language and communication, gender imbalances and inequalities, curricula for teacher education, critical questioning and frameworks for learning support.
Designed to accompany the Open University course Developing Intensive Curricula:Equality and Diversity in Education, Vol 1 will appeal to research students undertaking research in the area of education, focusing on special needs.
They can make a start by recognising and accepting difference in their students and by providing curricula that are accessible to all. This volume portrays attempts to alleviate difficlties in learning across the curriculum, in history, mathematics, poetry and science, and explores ways of supporting children with disabilities. It examines how approaches to reducing difficulties have changed in the last decade, looking at the experience of children and young people under pressure: children who are bullied; young people affected by HIV and AIDS; youth `trainees' and children in `care'. There is a final section on basic methods of research into educational practice.
Like the first reader, this collection examines the grounds which are accepted for inclusion or exclusion of students, and looks at how appropriate support can be guaranteed for people who experience difficulties in learning, who are disabled or who experience social or other kinds of disability. This volume explores national and international contexts for educational practice and research and discusses practical, ethical and political issues which are relevant to undertaking that research. Part one covers issues facing local government and the consumers of educational services in the UK. Part two compares policy and practice in eleven different countries and part 3 discusses research which explores the issues of equality and diversity in education. This volume and her sister, Equality and Diversity in Education 1: Learning, Teaching and Managing in Schools are reraders for the Open University course, "Developing Inclusive Curricula: Equality and Diversity in Education" (E829). The two books in the series will appeal to teachers, non-teaching assistants and other school-based staff,parents,disabled people and those who have experienced difficulties in learning,social and health workers, and those working for voluntary organisations.
The emphasis in this book shifts to the coordination of practice into schools, regional and national policies and the power and interest groups concerned with educational difficulties and disability. In the opening section the authors review the location of power in the systems; the impact of Local Management of Schools, case studies of Union policy, the National Curriculum Council and voluntary societies. They then look at one threatened element of the power structure - the local education authorities. They examine the features of local authority policy and attempt to systematise local policy. The experience of families is examined in their relationships with professionals, particularly during the preparation of Statements of Special Educational Need. This is followed by sections on services for under-fives, integrating education and the authors provide examples of changing school policies and the practices that have arisen from them; supporting the learning of all pupils in primary and secondary schools, changing the role of special schools, ensuring that girls and boys are provided with equal opportunities, writing a development plan and the experience of a teacher with a disability. They then examine policies and practices in education after school and finish with theories of integration and disability.
"Equality and Diversity In Education 1" examines the bases of inclusion or exclusion of students in schools. It also looks at how to guarantee appropriate support for people who experience difficulties in learning in an attempt to develop inclusive curricula and to explore the management of school-based provision. Each of the three parts is designed to bring alive and critically discuss the personal experiences of other people, the details of innovative curriculum developments and the complexity of issues facing educational providers in the 1990s.
Like the first reader, this collection examines the grounds which are accepted for inclusion or exclusion of students, and looks at how appropriate support can be guaranteed for people who experience difficulties in learning, who are disabled or who experience social or other kinds of disability. This volume explores national and international contexts for educational practice and research and discusses practical, ethical and political issues which are relevant to undertaking that research. Part one covers issues facing local government and the consumers of educational services in the UK. Part two compares policy and practice in eleven different countries and part 3 discusses research which explores the issues of equality and diversity in education. This volume and her sister, Equality and Diversity in Education 1: Learning, Teaching and Managing in Schools are reraders for the Open University course, "Developing Inclusive Curricula: Equality and Diversity in Education" (E829). The two books in the series will appeal to teachers, non-teaching assistants and other school-based staff,parents,disabled people and those who have experienced difficulties in learning,social and health workers, and those working for voluntary organisations.
"Learning for All" is a series of two books which describe and
promote an education system that is responsive to the diversity of
all students, irrespective of their gender, race, background, level
of attainment, abilities or disabilities. The books focus on the
education of children and young people who experience difficulties
in learning or who have disabilities. They emphasize the inclusion
and participation of pupils within a comprehensive system of
British primary and secondary schools, in attaining an education
system that recognizes, accepts, and provides for diversity.
"Policies for Diversity in Education" is the second volume in the
"Learning for All" series published by Routledge. The emphasis here
is on the coordination of practice in schools, regional and
national policies, and the power and interest groups concerned with
educational difficulties and disabilities. Beginning with a review
of the location of power in the systems--including government
bodies, voluntary societies, and the unions--it moves to focus on
one threatened element of that power structure, the local education
authority. Using case material, "Policies for Diversity in
Education," explores the experience of families in their
relationships with professionals, and looks at examples of changing
school policies and the practices that have arisen from them. The
final sections offer an important forum for discussion on policies
and practices in education after school, and on theories of
integration and disability.
|
You may like...
|