School and inclusive practices

Ashman, Adrian F. (2008). School and inclusive practices. In Robyn M. Gillies, Adrian Ashman and Jan Terwel (Ed.), The teacher’s role in implementing cooperative learning in the classroom (pp. 163-183) New York, U.S.A.: Springer. doi:10.1007/978-0-387-70892-8_8

Author Ashman, Adrian F.
Title of chapter School and inclusive practices
Title of book The teacher’s role in implementing cooperative learning in the classroom
Place of Publication New York, U.S.A.
Publisher Springer
Publication Year 2008
Sub-type Research book chapter (original research)
DOI 10.1007/978-0-387-70892-8_8
Year available 2007
Series Computer-Supported Collaborative Learning series
ISBN 9780387708911
Editor Robyn M. Gillies
Adrian Ashman
Jan Terwel
Volume number 7
Chapter number 8
Start page 163
End page 183
Total pages 21
Total chapters 12
Language eng
Subjects 330000 Education
740000 - Education and Training
130309 Learning Sciences
930102 Learner and Learning Processes
Abstract/Summary Over the past 20 years, there has been an imperative in most Western countries to accommodate students with special learning needs in regular education settings. Inclusion has become the catchword that epitomizes the notion of equality and opportunity in social and scholarly domains. It would seem logical that the adoption of inclusion as a systemic policy would lead to significant changes in classroom teaching and learning practices but this does not appear to be the case. The implementation of new teaching-learning technologies to support inclusive education practices, including peer-mediation, has not kept pace with the acceptance of the rhetoric. In this chapter, I draw a parallel between the evidence supporting the benefits of inclusive education and the data that confirm the value of peer-mediation with students with diverse learning needs.
Keyword Classroom
Learning needs
Q-Index Code B1
Q-Index Status Confirmed Code
Additional Notes ISBN 9780387708928; 0387708928 are e-ISBNs

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Created: Tue, 29 Apr 2008, 23:38:26 EST by Thelma Whitbourne on behalf of Faculty of Social & Behavioural Sciences