Inclusion and education



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CHAPTER 7
Abamowska, B. E., Białek, I., Dudzińska, A., Dumnicka, K., Klaro-Celej, L., Kowalski, P., Lempart, M., Nowak-Adamczyk, 
D., Waszkielewicz, A., Wdówik, P., Zadrożny, J. and Żebrak, A. 2012. 
Równe szanse w dostępie do edukacji osób z 
niepełnosprawnościami: Analiza i zalecenia [Equal Opportunities in Access to Education for People with Disabilities: Analysis and 
Recommendations]
. Warsaw, Office of Human Rights, Ombudsman for Civil Rights.
Ainscow, M., Dyson, A., Goldrick, S. and West, M. 2012. Making schools effective for all: rethinking the task. 
School 
Leadership and Management, 
Vol. 32, No. 3, pp. 197–213.
Artiles, A., Kozleski, E. B., Trent, S. C., Osher, D. and Ortiz, A. 2010. Justifying and explaining disproportionality 1968–2008: 
a critique of underlying views of culture. 
Exceptional Children, 
Vol. 76, No. 3, pp. 279–99.
Booth, T. and Ainscow, M. 2002. 
Index for Inclusion: Developing Learnng and Participation in Schools
. London, Centre for 
Studies on Inclusive Education.
Centre for Excellence in Universal Design. 2019. 
The 7 Principles
. Dublin, Centre for Excellence in Universal Design. http://
universaldesign.ie/What-is-Universal-Design/The-7-Principles
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(Accessed 8 January 2021.)
Chrzanowska, I. and Szumski, G. 2019. 
Edukacja włączająca w przedszkolu i szkole [Inclusive Education in Kindergarten and 
School]
. Warsaw, Foundation for the Development of the Education System.
Council of Europe. 2017. 
Fighting School Segregation in Europe through Inclusive Education
. Strasbourg, France, 
Commissioner for Human Rights, Council of Europe.
Ebersold, S. 2015. Accessibilité, politiques inclusives et droit à l’éducation : considérations conceptuelles et 
méthodologiques [Accessibility, inclusive education policies and right to education: conceptual and methodological 
thoughts]. 
Alter, 
Vol. 9, No. 1, pp. 22–33.
Ekins, A. and Grimes, P. 2009. 
Inclusion: Developing an Effective Whole School Approach
. Maidenhead, UK, Open University 
Press.
Estonia Ministry of Education and Research. 2014. 
The Estonian Lifelong Learning Strategy 2020
. Tallinn, Ministry of 
Education and Research.
European Agency for Special Needs and Inclusive Education. 2017. 
Raising the Achievement of All Learners: A Resource to 
Support Self-Review
. Odense, Denmark, European Agency for Special Needs and Inclusive Education.
___. 2019a. 
Changing Role of Specialist Provision in Supporting Inclusive Education: Mapping Specialist Provision Approaches in 
European Countries
. Odense, Denmark, European Agency for Special Needs and Inclusive Education.
___. 2019b. 
Inclusive School Leadership: Exploring Policies Across Europe
. Odense, Denmark, European Agency for Special 
Needs and Inclusive Education. (Supportive Inclusive School Leadership.)
European Expert Group. 2012. 
Common European Guidelines on the Transition from Institutional to Community-based Care: 
Guidance on Implementing and Supporting a Sustained Transition from Institutional Care to Family-based and Community-
based Alternatives for Children, Persons with Disabilities, Persons with Mental Health Problems and Older Persons in Europe

Brussels, European Expert Group on the Transition from Institutional to Community-based Care.
Florian, L. 2019. Preparing teachers for inclusive education. Peters, M. (ed.), 
Encyclopedia of Teacher Education
. Singapore, 
Springer.
Florian, L. and Spratt, J. 2013. Enacting inclusion: a framework for interrogating inclusive practice. 
European Journal of 
Special Needs Education, 
Vol. 28, No. 2, pp. 119–35.
Human Rights Watch. 2017. “
When Will I Get to Go Home?” Abuses and Discrimination against Children in Institutions and Lack 
of Access to Quality Inclusive Education in Armenia
. New York, Human Rights Watch. www.hrw.org/report/2017/02/22/
when-will-i-get-go-home/abuses-and-discrimination-against-children-institutions. (Accessed 8 January 2021.)
Jones, H. 2019. 
Deinstitutionalization for Children with Disabilities: Technical Guidance for UNIECF’s Engagement in National 
Reform Efforts
. Geneva, Switzerland, UNICEF.
Mladenov, T. and Petri, G. 2020. Critique of deinstitutionalisation in postsocialist Central and Eastern Europe. 
Disability 
and Society, 
Vol. 35, No. 8, pp. 1203–26.
Radyhina, V. and Turchanka, I. 2017. Development of non-discrimination ideas in education in European countries and 
Belarus. 
Eastern European Journal of Transnational Relations, 
Vol. 1, No. 1, pp. 61–70.
Sochańska-Kawiecka, M., Makowska-Belta, E., Milczarek, D., Morysińska, A. and Zielińska, D. A. 2015. 
Włączający 
system edukacji i rynku pracy: rekomendacje dla polityki publicznej [Inclusive System of Education and Labour Market: 
Recommendations for Public Policy]
. Warsaw, Educational Research Institute.
Stronkowski, P., Szczurek, A., Leszczyńska, M. and Matejczuk, A. 2014. 
Raport końcowy: Ewaluacja modernizowanego 
systemu doskonalenia nauczycieli projekt – System doskonalenia nauczycieli oparty na ogólnodostępnym kompleksowym 


184
GLOBAL EDUCATION MONITORING REPORT 2021
wspomaganiu szkół [Final Report: Evaluation of the Modernized Teacher Training System Project – Teacher Training System 
Based on Public Comprehensive Support for Schools]
. Warsaw, Education Development Center.
Supreme Audit Office. 2017. 
Wspieranie Kształcenia Specjalnego Uczniów Z Niepełnosprawnościami W Ogólnodostępnych 
Szkołach I Przedszkolach [Supporting Special Education of Students with Disabilities in Mainstream Schools and Kindergartens]

Warsaw, Supreme Audit Office.
UIS. 2018. 
SDG Indicator 4.a.1(d): Review of Definitions and Data Collection Approaches
. Montreal, Qué., UNESCO Institute for 
Statistics. (Technical Cooperation Group Fifth Meeting.)
Ulybina, O. 2020. Transnational agency and domestic policies: the case of childcare deinstitutionalization in Georgia. 
Global Social Policy, 
Vol. 20, No. 3, pp. 333–51.
UNDESA. 2019. 
Disability and Development Report
. New York, UN Department of Economic and Social Affairs.
United Nations. 2006. 
Convention on the Rights of Persons with Disabilities and Optional Protocol
. New York, United Nations.
___. 2019. 
Report of the Secretary-General A/74/146: Accessibility and the Status of the Convention on the Rights of Persons with 
Disabilities and the Optional Protocol Thereto
. New York, United Nations.
USAID. 2013. 
Study on Deinstitutionalization of Children and Adults with Disabilities in Europe and Eurasia: Final Report

Washington, DC, US Agency for International Development.
Van Avermaet, P., Van Houtte, M. and Van den Branden, K. 2011. Promoting equity and excellence in education: An 
overview. Van Avermaet, P., Van Houtte, M. and Van den Branden, K. (eds), 
Equity and Excellence in Education: Towards 
Maximal Learning Opportunities for All Students
. Abingdon, UK, Routledge, pp. 1–19.
Webster, R., Blatchford, P. and Russell, A. 2013. Challenging and changing how schools use teaching assistants: findings 
from the Effective Deployment of Teaching Assistants project. 
School Leadership and Management, 
Vol. 33, No. 1, pp. 
78–96.

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