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181   $ctxt$2rdacontent
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200 10$aTransdisciplinary Teaching in Inclusive Schools $ePromoting Transdisciplinary Education for Learners with Special Needs /$fby Heidi Flavian
205   $a1st ed. 2024.
210  1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2024.
215   $a1 online resource (174 pages)
225 1 $aTransdisciplinary Perspectives in Educational Research,$x2662-6705 ;$v8
311 08$a9783031525087 
311 08$a3031525086 
327   $a1. Transdisciplinary teaching; main concepts and perspectives -- 2. Thinking skills, mediation for thinking development, and transdisciplinary teaching -- 3. Transdisciplinary teaching for learners with Attention Deficit Hyperactivity Disorder; ADHD -- 4. Transdisciplinary teaching for learners with Autism Spectrum Disorder; ASD -- 5. Transdisciplinary teaching for learners with sensory impairments and challenges -- 6. Transdisciplinary teaching in intercultural learning communities -- 7. Summary.
330   $a This book offers opportunities for better understanding teachers? unique challenges when planning teaching sessions for learners with special needs, based on the transdisciplinary approach. The work also presents some of the core learning strategies teachers may incorporate into their teaching processes in order to promote transdisciplinary learning among learners with special needs. From a theoretical perspective, this book discusses a variety of advantages and disadvantages transdisciplinary educators may encounter, and promotes educators' development of their own vision of this area. Although the concept of special needs is often over-generalized, this book relates to the most common types of special needs among learners who study in inclusive schools: learners from different cultural background, learners with Attention Deficit Hyperactive Disability (ADHD), learners with Autism Spectrum Disorder (ASD), and learners with sensory or motor challenges. A special chapter is dedicated to each of those groups in order to closely examine how teachers can teach those learners according to the transdisciplinary approach in practice, in inclusive classrooms. While each chapter presents different perspectives of learners with special needs, the book?s summary integrates them all and highlights the commonalities between the various needs.
410  0$aTransdisciplinary Perspectives in Educational Research,$x2662-6705 ;$v8
606   $aTeaching
606   $aInclusive education
606   $aPeople with disabilities$xEducation
606   $aDevelopmental psychology
606   $aMotor ability in children
606   $aPedagogy
606   $aInclusive Education
606   $aEducation and Disability
606   $aDevelopmental Disabilities
606   $aMotor Skills Development
615  0$aTeaching.
615  0$aInclusive education.
615  0$aPeople with disabilities$xEducation.
615  0$aDevelopmental psychology.
615  0$aMotor ability in children.
615 14$aPedagogy.
615 24$aInclusive Education.
615 24$aEducation and Disability.
615 24$aDevelopmental Disabilities.
615 24$aMotor Skills Development.
676   $a370
700   $aFlavian$b Heidi$01690689
801  0$bMiAaPQ
801  1$bMiAaPQ
801  2$bMiAaPQ
906   $aBOOK
912   $a9910842488103321
996   $aTransdisciplinary Teaching in Inclusive Schools$94148114
997   $aUNINA