| Description |
1 online resource |
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text txt rdacontent |
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unmediated n rdamedia |
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computer c rdamedia |
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volume nc rdacarrier |
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online resource cr rdacarrier |
| Bibliography |
Includes bibliographical references |
| Contents |
Preface -- Introduction -- Acknowledgements -- About the authors and the editor -- Executive summary -- SECTION A: Setting the tone and providing context -- 1. Defining inclusive education, inclusive teaching and inclusive classrooms -- 2. Training needs of aspirant teachers for the practice of inclusive pedagogy in schools -- SECTION B: Developing an inclusive teaching strategy and describing an inclusive teacher -- 3. Developing an inclusive strategy for inclusive teaching and learning in a diverse classroom -- 4. Inclusive pedagogy: Teacher practices acting as a barrier to inclusion -- SECTION C: Knowing how to make teaching and learning inclusive -- 5. Who is an inclusive teacher? Analysis of teacher inclusivity in the South African school context -- 6. Dialogical inclusion and exclusion: An analysis of hidden classroom conversations -- 7. Peer tutoring as a mentoring tool for inclusive learning -- 8. Invitational dispositions: A key to inclusion in the Foundation Phase -- SECTION D: Exploring the role and function of stakeholders in enhancing inclusive pedagogy -- 9. Inclusive pedagogy and the role of parents: A South African perspective -- 10. The role of the educational psychologist in developing a pedagogy of inclusion: A South African perspective -- SECTION E: School evaluation, improvement and inclusion -- 11. School evaluation systems and its impact on inclusive education -- 12. Teacher appraisal and inclusive pedagogy: An action research case study -- 13. School improvement and inclusion agenda: A selected case in the Free State province -- SECTION F: Outside the classroom, outside the country: What can be learned? -- 14. A case study on inclusive leisure reading in two South African schools: An inclusive intellectual wellness perspective -- 15. Pondering school governing bodies' competencies for sustainable inclusive schooling in Lesotho. |
| Summary |
"Inclusive education presupposes an all-inclusive approach where all learners are taught in regular classrooms, regardless of background, disability or social context. While there has been much debate, indications are that inclusive education has been gaining momentum. The book is divided into six coherent sections that address the how of inclusive education both inside and outside of the classroom." -- Provided by publisher. |
| Note |
Description based on print version record. |
| Subject |
Curriculum planning -- South Africa.
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EDUCATION / Educational Psychology
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Curriculum planning
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South Africa https://id.oclc.org/worldcat/entity/E39PBJcWtkkqd3cMmFw9GBdYT3
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| Added Author |
Van der Merwe, M. P., editor.
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| ISBN |
9781928355038 (electronic book) |
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192835503X |
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9781928355021 (paperback) |
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1928355021 (paperback) |
| Standard No. |
AU@ 000069301197 |
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