Inclusive education of learners with disability - the theory versus reality:
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| Hauptverfasser: | , , , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Berlin ; Bern ; Bruxelles
Peter Lang
[2020]
|
| Schriftenreihe: | Studies in philosophy, culture and contemporary society
volume 30 |
| Schlagworte: | |
| Online-Zugang: | Inhaltstext https://www.peterlang.com/view/product/100381?format=HC Inhaltsverzeichnis |
| Beschreibung: | 206 Seiten Diagramme |
| ISBN: | 9783631834183 3631834187 |
Internformat
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| 100 | 1 | |a Gajdzica, Zenon |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Inclusive education of learners with disability - the theory versus reality |c Zenon Gajdzica, Robin McWilliam, Milon Potmešil, Guo Ling |
| 264 | 1 | |a Berlin ; Bern ; Bruxelles |b Peter Lang |c [2020] | |
| 264 | 4 | |c © 2020 | |
| 300 | |a 206 Seiten |b Diagramme | ||
| 336 | |b txt |2 rdacontent | ||
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| 490 | 1 | |a Studies in philosophy, culture and contemporary society |v volume 30 | |
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| 653 | |a Bogusław | ||
| 653 | |a Disability | ||
| 653 | |a Education | ||
| 653 | |a Gajdzica | ||
| 653 | |a Galica | ||
| 653 | |a Inclusive | ||
| 653 | |a Learners | ||
| 653 | |a Ling | ||
| 653 | |a McWilliam | ||
| 653 | |a Miloň | ||
| 653 | |a Natalia | ||
| 653 | |a Potměšil | ||
| 653 | |a Reality | ||
| 653 | |a Robin | ||
| 653 | |a Theory | ||
| 653 | |a versus | ||
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| 700 | 1 | |a Potmešil, Milon |e Verfasser |4 aut | |
| 700 | 1 | |a Ling, Guo |e Verfasser |4 aut | |
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Datensatz im Suchindex
| _version_ | 1804182365834051584 |
|---|---|
| adam_text | CONTENTS
PREFACE
........................................................................................................
11
CHAPTER
1
INCLUSIVE
EDUCATION
OF
LEARNERS
WITH
DISABILITY
IN
POLISH
EXPERIENCES
...................................................
13
1.1.
THEORETICAL
FOUNDATIONS
OF
INCLUSIVE
EDUCATION
...........
13
1.1.1.
HISTORICAL
OUTLINE
OF
EDUCATION
FOR
LEARNERS
WITH
DISABILITY
IN
POLAND
......................................
13
1.1.2.
POLISH
CONCEPTS
OF
INCLUSIVE
EDUCATION
.............
17
1.1.3.
CULTURAL
DETERMINANTS
OF
INCLUSIVE
EDUCATION
..............................................................
26
1.2.
INCLUSIVE
EDUCATION
IN
PRACTICE
.......................................
29
1.2.1.
ORGANIZATION
OF
INCLUSIVE
EDUCATION
...................
29
1.2.2.
FINANCING
THE
EDUCATION
OF
LEARNERS
WITH
DISABILITIES
.............................................................
36
1.2.3.
COMPETENCES
AND
QUALIFICATIONS
OF
TEACHERS
IN
INCLUSIVE
EDUCATION
.........................................
38
1.2.4.
PRINCIPLES
OF
WORK
IN
THE
INCLUSIVE CLASS
..........43
1.2.5.
BARRIERS
TO
THE
DEVELOPMENT
OF
INCLUSIVE
EDUCATION
..............................................................50
1.2.6.
DEVELOPMENTAL
PROSPECTS
OF
INCLUSIVE
EDUCATION
..............................................................
52
CONCLUSION
...............................................................................
55
REFERENCES
................................................................................
57
CHAPTER
2
INCLUSIVE
EDUCATION
OF
LEARNERS
WITH
DISABILITY
IN
THE
UNITED
STATES
OF
AMERICA
.......................................
67
INTRODUCTION
.............................................................................
67
COMPETING
VALUES
......................................
67
AMERICAN
SOCIETAL
VALUES
OF
SELF-DETERMINATION
AND
INDEPENDENCE
........................................................................
68
6
CONTENTS
AMERICAN
CULTURAL
VALUES
OF
EQUITY
AND
FAIRNESS
...............70
REJECT
MONARCHY
...................................................70
HOME
FOR
RELIGIOUS
TOLERANCE
...............................70
ADA
AND
IDEA
.....................................................70
2.1.
THEORETICAL
FOUNDATIONS
OF
INCLUSIVE
EDUCATION
..............
71
2.1.1.
HISTORICAL
OUTLINE
OF
EDUCATION
FOR
DISABLED
LEARNERS
IN
THE
USA
..................................................
71
THE
EARLY
HISTORY
...................................................
71
BUILDING
SUPPORT
FOR
INCLUSION
.............................
72
RESERVATIONS
ABOUT
INCLUSION
................................
73
RESEARCH
RELATED
TO
INCLUSION
AND
PROGRAM
EFFECTIVENESS
...........................................................
73
TEACHER
ATTITUDES
TOWARDS
INCLUSION
...................
73
THE
ADOLESCENCE
OF
INCLUSIVE
PRACTICES
..............
74
CURRICULUM-BASED
MEASUREMENT
..........................
75
CLASSROOM
INSTRUCTION
IN
INCLUSIVE
SETTINGS
.......
75
INCLUSION
IN
SECONDARY
SCHOOLS
............................76
INCLUSIVE
EDUCATION
AND
STUDENTS
WITH
SEVERE
DISABILITIES
..............................................................
76
2.1.2.
MAJOR
APPROACHES
TO
INCLUSIVE
EDUCATION
...............
77
2.1.3.
CULTURAL
DETERMINANTS
OF
INCLUSIVE
EDUCATION
.......
79
2.2.
INCLUSIVE
EDUCATION
IN
PRACTICE
............................................
81
2.2.1.
ORGANIZATION
OF
INCLUSIVE
EDUCATION
.......................
81
2.2.2.
FINANCING
INCLUSIVE
EDUCATION
..................................
84
2.2.3.
COMPETENCIES
AND
QUALIFICATIONS
OF
INCLUSIVE
EDUCATION
TEACHERS
....................................................
86
2.2.4.
WHAT
HAPPENS
IN
AN
INCLUSIVE
CLASS
.........................
86
2.2.5.
BARRIERS
TO
THE
DEVELOPMENT
OF
INCLUSIVE
EDUCATION
.................................................................
88
2.2.6.
THE
FUTURE
OF
INCLUSIVE
EDUCATION
...........................
89
CONCLUSION
....................................................................................
89
REFERENCES
.....................................................................................
90
CONTENTS
7
CHAPTER
3
INCLUSIVE
EDUCATION
IN
THE
CZECH
REPUBLIC
...........................
97
3.1
THEORETICAL
FOUNDATIONS
OF
INCLUSIVE
EDUCATION
..........
97
TERMINOLOGY
................................................................
97
HISTORICAL
BACKGROUND
OF
EDUCATION
FOR
THE
DISABLED
IN
THE
CZECH
NATIONAL
CONCEPTION
............
101
3.2.
INCLUSIVE
EDUCATION
IN
PRACTICE
IN
THE
CZECH
REPUBLIC
(2018)
104
THE
EDUCATIONAL
SYSTEM
IN
THE
CZECH
REPUBLIC
........104
STATE
EDUCATION
IN
THE
CZECH
REPUBLIC
.......................105
PRE-PRIMARY
EDUCATION
............................................
105
PRIMARY
SCHOOL
..........................................................105
SECONDARY
SCHOOLS
..................................................
105
TERTIARY
EDUCATION
....................................................
106
INCLUSIVE
EDUCATION
......................................................
106
SUPPORTIVE
MEASURES
-
LEVEL
I
.................................
108
SUPPORTIVE
MEASURES
-
LEVELS
II-V
.........................
108
SCHOOL
ADVISORY
FACILITIES
AND
THEIR
ROLE
IN
INCLUSIVE
EDUCATION
.........................................
109
EDUCATION
OF
TALENTED
LEARNERS
...............................
109
INDIVIDUAL
EDUCATIONAL
PLAN
...................................
110
THE
CURRENT
QUANTIFICATION
INDICATORS
OF
EDUCATION
IN
THE
CZECH
REPUBLIC
...............................
110
PRIMARY
EDUCATION
..................................................
114
SECONDARY
EDUCATION
...............................................
116
DISABLED
LEARNERS
FROM
THE
PERSPECTIVE
OF
CLASSMATES
WITHOUT
DISABILITY
......................................
122
INTRODUCTION
............................................................
122
ATTITUDES
AND
ADOLESCENTS
...........................................
123
CHARACTERIZATION
OF
THE
TARGET
GROUP
.....................
124
METHODOLOGY
OF
DATA
COLLECTION
AND
PROCESSING
...
126
RESEARCH
SAMPLE
AND
ITS
CHARACTERIZATION
.............
126
CONCLUSIONS
.............................................................
129
RECOMMENDATIONS
FOR
SCHOOL
PRACTICE
..................
130
8
CONTENTS
SENTIMENTS,
ATTITUDES
AND
CONCERNS
OF
TEACHING
STAFF
IN
REGARD
TO
INCLUSIVE
EDUCATION
.......................................
131
INTRODUCTION
.................................................................
131
METHODOLOGY
OF
DATA
COLLECTION
AND
PROCESSING
...
132
THE
RESEARCH
SAMPLE
AND
ITS
COMPOSITION
.............
133
ANALYSIS
AND
PROCESSING
OF RESEARCH
DATA
.............
133
AGE
OF
RESPONDENTS
..................................................
134
EDUCATION
OF
RESPONDENTS
...............................................
134
RESPONDENTS
*
OCCUPATION
................................................
134
CONTACT
WITH
DISABLED
PEOPLE
..........................................
135
THE
PERCEPTION
OF
RESPONDENTS
*
PROFESSIONAL
READINESS
..............................................................................135
AWARENESS
OF
THE
LEGISLATIVE
BACKGROUND
CONCERNING
THE
UPBRINGING
AND
EDUCATION
OF
DISABLED
LEARNERS
.......
136
CONFIDENCE
IN
EDUCATING
DISABLED
LEARNERS
.....................
136
PERCEPTION
OF
EXPERIENCE
WITH
EDUCATION
OF
DISABLED
LEARNERS
..............................................................................
137
AWARENESS
OF
THE
OPPORTUNITIES
TO
GET
PROFESSIONAL
HELP
....................................................................................
137
STATISTICAL
ANALYSIS
OF
THE
COLLECTED
DATA
.........................
137
FACTOR
ANALYSIS
.................................................................
137
CORRELATION
OF
SCALES
WITH
VARIABLES
...............................
138
SOURCES
INFLUENCING
PARTICIPANTS
*
OPINIONS,
CONCERNS
AND
ATTITUDES
.....................................................................
138
CONCLUSION
............................................................................
141
FACTOR
ANALYSIS
.................................................................
141
INCLUSIVE
EDUCATION
IN
THE
CZECH
REPUBLIC:
CONCLUSIONS
.......................................................................
142
REFERENCES
.............................................................................
144
CHAPTER
4
INCLUSIVE
EDUCATION
OF
LEARNERS
WITH
DISABILITY
IN
CHINA
...
147
INTRODUCTION
......................................................
147
CONTENTS
9
4.1.
THEORETICAL
FOUNDATIONS
OF
INCLUSIVE
EDUCATION
........
148
4.1.1.
HISTORICAL
OUTLINE
OF
EDUCATION
FOR
DISABLED
LEARNERS
IN
CHINA
.............................................
148
HISTORICAL
BACKGROUND
OF
EDUCATION
FOR
LEARNERS
WITH
DISABILITIES
.................................
148
CORRESPONDING
STAGES
OF
EDUCATION
FOR
LEARNERS
WITH
DISABILITIES
...................................150
THE
PREPARATION
PHASE:
THE
SPROUT
OF
ANCIENT
THOUGHT
ABOUT
SPECIAL
EDUCATION
.......
150
THE
FORMATION
PHASE:
THE
EMERGENCE
OF
MODERN
SPECIAL
EDUCATION
SCHOOLS
..................
151
THE
VIGOROUS
GROWTH
PHASE:
THE
ESTABLISHMENT
OF MODERN
SPECIAL
EDUCATION
SYSTEM
.................................................................152
4.1.2.
CONCEPTS
OF
INCLUSIVE
EDUCATION
IN
CHINA
....
155
UNDERSTANDING
OF
INCLUSIVE
EDUCATION
IN
CHINA
.................................................................
156
UNDERSTANDING
OF
INCLUSION
.............................
157
UNDERSTANDING
OF
INCLUSIVE
EDUCATION
...........
158
RELATIONS
BETWEEN
INCLUSIVE
EDUCATION,
SPECIAL
EDUCATION
AND
GENERAL
EDUCATION
.........160
4.1.3.
LEARNING
IN
REGULAR
CLASS
(LRC)
-
THE
CHINESE
FORM
OF
INCLUSIVE
EDUCATION
.............
161
4.1.4.
CULTURAL
DETERMINANTS
OF
LRC
.......................
163
MORAL
IDEAS
OF
CONFUCIANISM
.........................
164
VALUE
ORIENTATIONS
OF
PRAGMATISM
..................
165
4.2.
INCLUSIVE
EDUCATION
IN
PRACTICE
...................................
167
4.2.1.
DEVELOPMENT
OF
LRC
.......................................
167
4.2.2.
ORGANIZATION
OF
LRC
.......................................
170
4.2.3.
ELIGIBILITY
FOR
LRC
...........................................
171
4.2.4.
ADMISSION
TO
LRC
...........................................
171
4.2.5.
MANAGEMENT
OF
LRC
......................................
172
THE
RESPONSIBILITIES
OF
GENERAL
SCHOOL
IN
THE
PRACTICE
OF
LRC
.................................................
173
10
CONTENTS
THE
RESPONSIBILITIES
OF
SPECIAL
EDUCATION
RESOURCE
CENTRE
IN
THE
PRACTICE
OF
LRC
..........
174
THE
RESPONSIBILITIES
OF
SPECIAL
EDUCATION
SCHOOL
IN
THE
PRACTICE
OF
LRC
........................
175
4.2.6.
COMBINED
REGULAR
AND
SPECIAL
CURRICULUM
FOR
LRC
LEARNERS
..............................................
175
4.2.7.
FINANCIAL
MECHANISMS
OF
LRC
.......................
178
FINANCIAL
INPUT
FOR
SPECIAL
EDUCATION
..............178
FINANCIAL
INPUT
FOR
LRC
....................................
180
4.2.8.
COMPETENCES
AND
QUALIFICATIONS
OF
INCLUSIVE
EDUCATION
TEACHERS
............................
182
QUALIFICATION
FOR
LRC
TEACHERS
......................
183
QUALIFICATION
FOR
RESOURCE
ROOM
TEACHERS
......
184
QUALIFICATION
FOR
ITINERANT
TEACHERS
...............
185
4.2.9.
BARRIERS
TO
THE
DEVELOPMENT
OF
INCLUSIVE
EDUCATION
.........................................................
..186
EXAM-ORIENTED
VALUE
OF
EDUCATION
IN
CHINA
.................................................................
186
CONTRADICTORY
ATTITUDES
TO
INCLUSIVE
EDUCATION
............................................................
187
IMPERFECT
POLICY
AND
REGULATIONS
FROM
GOVERNMENT
.......................................................
188
LACK
OF
FUNDING
GUARANTEE
................................
189
SHORTAGE
OF
QUALIFIED
LRC
TEACHERS
...............
190
4.2.10.
DEVELOPMENTAL
PROSPECTS
OF
INCLUSIVE
EDUCATION
............................................
191
CONCLUSION
............................................................................
192
REFERENCES
.............................................................................
193
NAME
INDEX
...........................................................................
199
|
| adam_txt |
CONTENTS
PREFACE
.
11
CHAPTER
1
INCLUSIVE
EDUCATION
OF
LEARNERS
WITH
DISABILITY
IN
POLISH
EXPERIENCES
.
13
1.1.
THEORETICAL
FOUNDATIONS
OF
INCLUSIVE
EDUCATION
.
13
1.1.1.
HISTORICAL
OUTLINE
OF
EDUCATION
FOR
LEARNERS
WITH
DISABILITY
IN
POLAND
.
13
1.1.2.
POLISH
CONCEPTS
OF
INCLUSIVE
EDUCATION
.
17
1.1.3.
CULTURAL
DETERMINANTS
OF
INCLUSIVE
EDUCATION
.
26
1.2.
INCLUSIVE
EDUCATION
IN
PRACTICE
.
29
1.2.1.
ORGANIZATION
OF
INCLUSIVE
EDUCATION
.
29
1.2.2.
FINANCING
THE
EDUCATION
OF
LEARNERS
WITH
DISABILITIES
.
36
1.2.3.
COMPETENCES
AND
QUALIFICATIONS
OF
TEACHERS
IN
INCLUSIVE
EDUCATION
.
38
1.2.4.
PRINCIPLES
OF
WORK
IN
THE
INCLUSIVE CLASS
.43
1.2.5.
BARRIERS
TO
THE
DEVELOPMENT
OF
INCLUSIVE
EDUCATION
.50
1.2.6.
DEVELOPMENTAL
PROSPECTS
OF
INCLUSIVE
EDUCATION
.
52
CONCLUSION
.
55
REFERENCES
.
57
CHAPTER
2
INCLUSIVE
EDUCATION
OF
LEARNERS
WITH
DISABILITY
IN
THE
UNITED
STATES
OF
AMERICA
.
67
INTRODUCTION
.
67
COMPETING
VALUES
.
67
AMERICAN
SOCIETAL
VALUES
OF
SELF-DETERMINATION
AND
INDEPENDENCE
.
68
6
CONTENTS
AMERICAN
CULTURAL
VALUES
OF
EQUITY
AND
FAIRNESS
.70
REJECT
MONARCHY
.70
HOME
FOR
RELIGIOUS
TOLERANCE
.70
ADA
AND
IDEA
.70
2.1.
THEORETICAL
FOUNDATIONS
OF
INCLUSIVE
EDUCATION
.
71
2.1.1.
HISTORICAL
OUTLINE
OF
EDUCATION
FOR
DISABLED
LEARNERS
IN
THE
USA
.
71
THE
EARLY
HISTORY
.
71
BUILDING
SUPPORT
FOR
INCLUSION
.
72
RESERVATIONS
ABOUT
INCLUSION
.
73
RESEARCH
RELATED
TO
INCLUSION
AND
PROGRAM
EFFECTIVENESS
.
73
TEACHER
ATTITUDES
TOWARDS
INCLUSION
.
73
THE
ADOLESCENCE
OF
INCLUSIVE
PRACTICES
.
74
CURRICULUM-BASED
MEASUREMENT
.
75
CLASSROOM
INSTRUCTION
IN
INCLUSIVE
SETTINGS
.
75
INCLUSION
IN
SECONDARY
SCHOOLS
.76
INCLUSIVE
EDUCATION
AND
STUDENTS
WITH
SEVERE
DISABILITIES
.
76
2.1.2.
MAJOR
APPROACHES
TO
INCLUSIVE
EDUCATION
.
77
2.1.3.
CULTURAL
DETERMINANTS
OF
INCLUSIVE
EDUCATION
.
79
2.2.
INCLUSIVE
EDUCATION
IN
PRACTICE
.
81
2.2.1.
ORGANIZATION
OF
INCLUSIVE
EDUCATION
.
81
2.2.2.
FINANCING
INCLUSIVE
EDUCATION
.
84
2.2.3.
COMPETENCIES
AND
QUALIFICATIONS
OF
INCLUSIVE
EDUCATION
TEACHERS
.
86
2.2.4.
WHAT
HAPPENS
IN
AN
INCLUSIVE
CLASS
.
86
2.2.5.
BARRIERS
TO
THE
DEVELOPMENT
OF
INCLUSIVE
EDUCATION
.
88
2.2.6.
THE
FUTURE
OF
INCLUSIVE
EDUCATION
.
89
CONCLUSION
.
89
REFERENCES
.
90
CONTENTS
7
CHAPTER
3
INCLUSIVE
EDUCATION
IN
THE
CZECH
REPUBLIC
.
97
3.1
THEORETICAL
FOUNDATIONS
OF
INCLUSIVE
EDUCATION
.
97
TERMINOLOGY
.
97
HISTORICAL
BACKGROUND
OF
EDUCATION
FOR
THE
DISABLED
IN
THE
CZECH
NATIONAL
CONCEPTION
.
101
3.2.
INCLUSIVE
EDUCATION
IN
PRACTICE
IN
THE
CZECH
REPUBLIC
(2018)
104
THE
EDUCATIONAL
SYSTEM
IN
THE
CZECH
REPUBLIC
.104
STATE
EDUCATION
IN
THE
CZECH
REPUBLIC
.105
PRE-PRIMARY
EDUCATION
.
105
PRIMARY
SCHOOL
.105
SECONDARY
SCHOOLS
.
105
TERTIARY
EDUCATION
.
106
INCLUSIVE
EDUCATION
.
106
SUPPORTIVE
MEASURES
-
LEVEL
I
.
108
SUPPORTIVE
MEASURES
-
LEVELS
II-V
.
108
SCHOOL
ADVISORY
FACILITIES
AND
THEIR
ROLE
IN
INCLUSIVE
EDUCATION
.
109
EDUCATION
OF
TALENTED
LEARNERS
.
109
INDIVIDUAL
EDUCATIONAL
PLAN
.
110
THE
CURRENT
QUANTIFICATION
INDICATORS
OF
EDUCATION
IN
THE
CZECH
REPUBLIC
.
110
PRIMARY
EDUCATION
.
114
SECONDARY
EDUCATION
.
116
DISABLED
LEARNERS
FROM
THE
PERSPECTIVE
OF
CLASSMATES
WITHOUT
DISABILITY
.
122
INTRODUCTION
.
122
ATTITUDES
AND
ADOLESCENTS
.
123
CHARACTERIZATION
OF
THE
TARGET
GROUP
.
124
METHODOLOGY
OF
DATA
COLLECTION
AND
PROCESSING
.
126
RESEARCH
SAMPLE
AND
ITS
CHARACTERIZATION
.
126
CONCLUSIONS
.
129
RECOMMENDATIONS
FOR
SCHOOL
PRACTICE
.
130
8
CONTENTS
SENTIMENTS,
ATTITUDES
AND
CONCERNS
OF
TEACHING
STAFF
IN
REGARD
TO
INCLUSIVE
EDUCATION
.
131
INTRODUCTION
.
131
METHODOLOGY
OF
DATA
COLLECTION
AND
PROCESSING
.
132
THE
RESEARCH
SAMPLE
AND
ITS
COMPOSITION
.
133
ANALYSIS
AND
PROCESSING
OF RESEARCH
DATA
.
133
AGE
OF
RESPONDENTS
.
134
EDUCATION
OF
RESPONDENTS
.
134
RESPONDENTS
*
OCCUPATION
.
134
CONTACT
WITH
DISABLED
PEOPLE
.
135
THE
PERCEPTION
OF
RESPONDENTS
*
PROFESSIONAL
READINESS
.135
AWARENESS
OF
THE
LEGISLATIVE
BACKGROUND
CONCERNING
THE
UPBRINGING
AND
EDUCATION
OF
DISABLED
LEARNERS
.
136
CONFIDENCE
IN
EDUCATING
DISABLED
LEARNERS
.
136
PERCEPTION
OF
EXPERIENCE
WITH
EDUCATION
OF
DISABLED
LEARNERS
.
137
AWARENESS
OF
THE
OPPORTUNITIES
TO
GET
PROFESSIONAL
HELP
.
137
STATISTICAL
ANALYSIS
OF
THE
COLLECTED
DATA
.
137
FACTOR
ANALYSIS
.
137
CORRELATION
OF
SCALES
WITH
VARIABLES
.
138
SOURCES
INFLUENCING
PARTICIPANTS
*
OPINIONS,
CONCERNS
AND
ATTITUDES
.
138
CONCLUSION
.
141
FACTOR
ANALYSIS
.
141
INCLUSIVE
EDUCATION
IN
THE
CZECH
REPUBLIC:
CONCLUSIONS
.
142
REFERENCES
.
144
CHAPTER
4
INCLUSIVE
EDUCATION
OF
LEARNERS
WITH
DISABILITY
IN
CHINA
.
147
INTRODUCTION
.
147
CONTENTS
9
4.1.
THEORETICAL
FOUNDATIONS
OF
INCLUSIVE
EDUCATION
.
148
4.1.1.
HISTORICAL
OUTLINE
OF
EDUCATION
FOR
DISABLED
LEARNERS
IN
CHINA
.
148
HISTORICAL
BACKGROUND
OF
EDUCATION
FOR
LEARNERS
WITH
DISABILITIES
.
148
CORRESPONDING
STAGES
OF
EDUCATION
FOR
LEARNERS
WITH
DISABILITIES
.150
THE
PREPARATION
PHASE:
THE
SPROUT
OF
ANCIENT
THOUGHT
ABOUT
SPECIAL
EDUCATION
.
150
THE
FORMATION
PHASE:
THE
EMERGENCE
OF
MODERN
SPECIAL
EDUCATION
SCHOOLS
.
151
THE
VIGOROUS
GROWTH
PHASE:
THE
ESTABLISHMENT
OF MODERN
SPECIAL
EDUCATION
SYSTEM
.152
4.1.2.
CONCEPTS
OF
INCLUSIVE
EDUCATION
IN
CHINA
.
155
UNDERSTANDING
OF
INCLUSIVE
EDUCATION
IN
CHINA
.
156
UNDERSTANDING
OF
INCLUSION
.
157
UNDERSTANDING
OF
INCLUSIVE
EDUCATION
.
158
RELATIONS
BETWEEN
INCLUSIVE
EDUCATION,
SPECIAL
EDUCATION
AND
GENERAL
EDUCATION
.160
4.1.3.
LEARNING
IN
REGULAR
CLASS
(LRC)
-
THE
CHINESE
FORM
OF
INCLUSIVE
EDUCATION
.
161
4.1.4.
CULTURAL
DETERMINANTS
OF
LRC
.
163
MORAL
IDEAS
OF
CONFUCIANISM
.
164
VALUE
ORIENTATIONS
OF
PRAGMATISM
.
165
4.2.
INCLUSIVE
EDUCATION
IN
PRACTICE
.
167
4.2.1.
DEVELOPMENT
OF
LRC
.
167
4.2.2.
ORGANIZATION
OF
LRC
.
170
4.2.3.
ELIGIBILITY
FOR
LRC
.
171
4.2.4.
ADMISSION
TO
LRC
.
171
4.2.5.
MANAGEMENT
OF
LRC
.
172
THE
RESPONSIBILITIES
OF
GENERAL
SCHOOL
IN
THE
PRACTICE
OF
LRC
.
173
10
CONTENTS
THE
RESPONSIBILITIES
OF
SPECIAL
EDUCATION
RESOURCE
CENTRE
IN
THE
PRACTICE
OF
LRC
.
174
THE
RESPONSIBILITIES
OF
SPECIAL
EDUCATION
SCHOOL
IN
THE
PRACTICE
OF
LRC
.
175
4.2.6.
COMBINED
REGULAR
AND
SPECIAL
CURRICULUM
FOR
LRC
LEARNERS
.
175
4.2.7.
FINANCIAL
MECHANISMS
OF
LRC
.
178
FINANCIAL
INPUT
FOR
SPECIAL
EDUCATION
.178
FINANCIAL
INPUT
FOR
LRC
.
180
4.2.8.
COMPETENCES
AND
QUALIFICATIONS
OF
INCLUSIVE
EDUCATION
TEACHERS
.
182
QUALIFICATION
FOR
LRC
TEACHERS
.
183
QUALIFICATION
FOR
RESOURCE
ROOM
TEACHERS
.
184
QUALIFICATION
FOR
ITINERANT
TEACHERS
.
185
4.2.9.
BARRIERS
TO
THE
DEVELOPMENT
OF
INCLUSIVE
EDUCATION
.
.186
EXAM-ORIENTED
VALUE
OF
EDUCATION
IN
CHINA
.
186
CONTRADICTORY
ATTITUDES
TO
INCLUSIVE
EDUCATION
.
187
IMPERFECT
POLICY
AND
REGULATIONS
FROM
GOVERNMENT
.
188
LACK
OF
FUNDING
GUARANTEE
.
189
SHORTAGE
OF
QUALIFIED
LRC
TEACHERS
.
190
4.2.10.
DEVELOPMENTAL
PROSPECTS
OF
INCLUSIVE
EDUCATION
.
191
CONCLUSION
.
192
REFERENCES
.
193
NAME
INDEX
.
199 |
| any_adam_object | 1 |
| any_adam_object_boolean | 1 |
| author | Gajdzica, Zenon McWilliam, Robin Potmešil, Milon Ling, Guo |
| author_facet | Gajdzica, Zenon McWilliam, Robin Potmešil, Milon Ling, Guo |
| author_role | aut aut aut aut |
| author_sort | Gajdzica, Zenon |
| author_variant | z g zg r m rm m p mp g l gl |
| building | Verbundindex |
| bvnumber | BV047233319 |
| ctrlnum | (OCoLC)1229039186 (DE-599)DNB1224393481 |
| format | Book |
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| indexdate | 2024-07-10T09:06:24Z |
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| institution_GND | (DE-588)1065711506 |
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| owner_facet | DE-12 |
| physical | 206 Seiten Diagramme |
| publishDate | 2020 |
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| series | Studies in philosophy, culture and contemporary society |
| series2 | Studies in philosophy, culture and contemporary society |
| spelling | Gajdzica, Zenon Verfasser aut Inclusive education of learners with disability - the theory versus reality Zenon Gajdzica, Robin McWilliam, Milon Potmešil, Guo Ling Berlin ; Bern ; Bruxelles Peter Lang [2020] © 2020 206 Seiten Diagramme txt rdacontent n rdamedia nc rdacarrier Studies in philosophy, culture and contemporary society volume 30 Inklusive Pädagogik (DE-588)7693876-1 gnd rswk-swf Bogusław Disability Education Gajdzica Galica Inclusive Learners Ling McWilliam Miloň Natalia Potměšil Reality Robin Theory versus Zenon Inklusive Pädagogik (DE-588)7693876-1 s DE-604 McWilliam, Robin Verfasser aut Potmešil, Milon Verfasser aut Ling, Guo Verfasser aut Peter Lang GmbH (DE-588)1065711506 pbl Erscheint auch als Online-Ausgabe 9783631840214 Studies in philosophy, culture and contemporary society volume 30 (DE-604)BV048417982 30 X:MVB text/html http://deposit.dnb.de/cgi-bin/dokserv?id=f19812b0ed564194b4352beea9dd9dca&prov=M&dok_var=1&dok_ext=htm Inhaltstext X:MVB https://www.peterlang.com/view/product/100381?format=HC DNB Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=032637743&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis 1\p vlb 20210103 DE-101 https://d-nb.info/provenance/plan#vlb |
| spellingShingle | Gajdzica, Zenon McWilliam, Robin Potmešil, Milon Ling, Guo Inclusive education of learners with disability - the theory versus reality Studies in philosophy, culture and contemporary society Inklusive Pädagogik (DE-588)7693876-1 gnd |
| subject_GND | (DE-588)7693876-1 |
| title | Inclusive education of learners with disability - the theory versus reality |
| title_auth | Inclusive education of learners with disability - the theory versus reality |
| title_exact_search | Inclusive education of learners with disability - the theory versus reality |
| title_exact_search_txtP | Inclusive education of learners with disability - the theory versus reality |
| title_full | Inclusive education of learners with disability - the theory versus reality Zenon Gajdzica, Robin McWilliam, Milon Potmešil, Guo Ling |
| title_fullStr | Inclusive education of learners with disability - the theory versus reality Zenon Gajdzica, Robin McWilliam, Milon Potmešil, Guo Ling |
| title_full_unstemmed | Inclusive education of learners with disability - the theory versus reality Zenon Gajdzica, Robin McWilliam, Milon Potmešil, Guo Ling |
| title_short | Inclusive education of learners with disability - the theory versus reality |
| title_sort | inclusive education of learners with disability the theory versus reality |
| topic | Inklusive Pädagogik (DE-588)7693876-1 gnd |
| topic_facet | Inklusive Pädagogik |
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| volume_link | (DE-604)BV048417982 |
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