LEADER 03566nam 2200565I 450 001 9910793516503321 005 20190617112505.0 010 $a1-78769-525-5 010 $a1-78769-523-9 035 $a(CKB)4100000008331722 035 $a(MiAaPQ)EBC5777731 035 $a(UtOrBLW)9781787695238 035 $a(EXLCZ)994100000008331722 100 $a20190617h20192019 uy 0 101 0 $aeng 135 $aurun||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aPromoting social inclusion $eco-creating environments that foster equity and belonging /$fedited by Kate Scorgie, and Chris Forlin 210 1$aBingley, England :$cEmerald Publishing,$d[2019] 210 4$dİ2019 215 $a1 online resource (270 pages) 225 1 $aInternational perspectives on inclusive education,$x1479-3636 ;$vvolume 13 300 $aIncludes index. 311 $a1-78769-526-3 311 $a1-78769-524-7 320 $aIncludes bibliographical references and index. 327 $aPrelims -- Social inclusion: affirming value, rights and choice -- Social inclusion and schools: programs, perspectives and practices -- Securing presence: dignity, agency and voice -- Transition to higher education and employment -- Index. 330 $aThis volume in the International Perspectives on Inclusive Education Series explores innovative perspectives and practices regarding social inclusion of potentially marginalized individuals from multiple perspectives. This book blends theoretical and evidence-based research about social inclusion and belonging, while simultaneously giving voice to families and individuals who have sought to obtain an inclusive education when experiencing a disability. Section 1, Social Inclusion: Affirming value, rights and choice, explores social inclusion from various frameworks including psychology, philosophy, human rights, social justice, hope and equity. The second section, Social Inclusion and Schools: Programs, perspectives, and practices, reviews a number of evidence-based curricula and interventions to promote social inclusion within educational contexts. Section 3, Securing presence: Dignity, agency and voice, highlights the importance of attending to and learning directly from children with disabilities. Finally, Section 4, Transition to higher education and employment, describes the continuing importance of social inclusion in transition to young adulthood and the workplace. Each chapter offers strategies, guidelines and examples of how professionals, family members and individuals can collaborate to make affirming and co-creating communities that foster equity and belonging for all. 410 0$aInternational perspectives on inclusive education ;$vv. 13.$x1479-3636 606 $aInclusive education 606 $aChildren with disabilities$xEducation 606 $aSocial integration 606 $aEducation$xInclusive Education$2bisacsh 606 $aTeaching of students with specific learning difficulties, needs$2bicssc 615 0$aInclusive education. 615 0$aChildren with disabilities$xEducation. 615 0$aSocial integration. 615 7$aEducation$xInclusive Education. 615 7$aTeaching of students with specific learning difficulties, needs. 676 $a302 702 $aScorgie$b Kate 702 $aForlin$b Chris 801 0$bUtOrBLW 801 1$bUtOrBLW 906 $aBOOK 912 $a9910793516503321 996 $aPromoting social inclusion$93822494 997 $aUNINA