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Identity of Capability : The Emotional Aspects of Complex Learning Disorders / / by Benjamin Hozmi
| Identity of Capability : The Emotional Aspects of Complex Learning Disorders / / by Benjamin Hozmi |
| Autore | Hozmi Benjamin |
| Edizione | [1st ed. 2022.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2022 |
| Descrizione fisica | 1 online resource (167 pages) |
| Disciplina |
338.9
618.928588 |
| Collana | Springer Texts in Education |
| Soggetto topico |
People with disabilities - Education
Inclusive education Educational psychology Education and Disability Inclusive Education Educational Psychology Aprenentatge Infants amb discapacitat |
| Soggetto genere / forma | Llibres electrònics |
| ISBN |
9783031083495
9783031083488 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Part 1: The Emotional World of Adults with Complex Learning Disabilities -- Chapter 1: Complex Learning Disabilities: A Systematic Perspective -- Chapter 2: The Emotional World of Adults with Complex Learning Disabilities -- Part 2: Identity of Capability -- Chapter 3: Identity and Complex Learning Disabilities -- Chapter 4: Identity of Capability -- Chapter 5: Paradigms that Promote and Detain Building an Identity of Capability -- Part 3: “The Three – Step Approach to Building an Identity of Capability” -- Chapter 6: Increasing Self – Love -- Chapter 7: The Second Step – Increasing Love for Others -- Chapter 8: The Third Step - Vision, Happiness, and Fulfillment -- Part 4: The Working Model for Groups in “Identity of Capability – Introduction to Practical Psychology” -- Chapter 9: Integration and Striving for Equality in Academic Studies -- Chapter 10: What is Cognitive Accessibility in the Academia? -- Chapter 11: The Power of the Group in Building an Identity of Capability -- Chapter 12: The Introductory Discussion with Candidates for the Program -- Part 5: Empowering Teaching – Meaningful Learning in an Inclusive Climate -- Chapter 13: What is Empowering Teaching?. |
| Record Nr. | UNINA-9910631097703321 |
Hozmi Benjamin
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| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2022 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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The inclusion for students with special educational needs across the Asia Pacific : the changing landscape / / edited by Wendi Beamish and Mantak Yuen
| The inclusion for students with special educational needs across the Asia Pacific : the changing landscape / / edited by Wendi Beamish and Mantak Yuen |
| Pubbl/distr/stampa | Singapore : , : Springer, , [2022] |
| Descrizione fisica | 1 online resource (223 pages) |
| Disciplina | 649.151 |
| Collana | Advancing Inclusive and Special Education in the Asia-Pacific |
| Soggetto topico |
Children with disabilities - Education
Alumnes amb discapacitat Infants amb discapacitat Educació inclusiva |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 981-19-2221-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Preface -- Contents -- Part I: Introduction -- Chapter 1: The Nature of Inclusion in the Asia-Pacific -- Introduction -- The Asia-Pacific Region -- Cultural Norms -- Teacher´s Authority -- Infrastructure -- Cultural Beliefs -- Brief History of Disability Services over Time -- Medical Model of Disability -- Social Model of Disability -- Rights-Based Model -- Inclusion and Disability -- Special Education -- Inclusion in Education -- Exclusion -- Normalisation -- Access to Education -- Legislation and Policy Development -- Teacher Training for Inclusive Education in the Asia-Pacific -- Attitudinal Change -- Future Directions -- References -- Part II: Inclusive Education in Asia-Pacific Contexts -- Chapter 2: The Journey to Inclusive Education: The Story of the Maldives -- Introduction -- In the Beginning -- Moving Forward -- The Legal Framework and Guiding Documents -- Review of Research Undertaken in the Maldives -- Teacher Preparation and Ongoing Professional Development -- Phase 1: Professional Development for In-Service Teachers -- Phase 2: Pre-service Teacher Training -- Phase 3: Inclusive Education as a Separate Discipline in the Teacher Training Programs -- Ongoing Challenges in Teacher Professional Development -- Implementing Inclusion in Maldivian Schools -- Case Study: Co-teaching in a Hub School -- Remaining Challenges and Concerns Regarding Inclusion -- Conclusion -- References -- Chapter 3: Inclusion of Students with Special Educational Needs in Singapore -- Introduction -- The Educational Context for Students with SEN -- Post-2004 Contextual Influences on Inclusion -- Research on Inclusion -- Personnel Preparation for the Inclusion of Students with SEN -- Implementing Inclusion: Towards Greater Systemic Capability -- Current Situation and Challenges -- Conclusion -- References.
Chapter 4: Teacher Resilience in the Chinese Context of ``Learning in Regular Classroom´´: A Response to ``Lazy Inclusivism´´ -- Introduction -- Situating Disability in the Historical Context of China -- Development of Special Education in China: A Historical Review -- Learning in Regular Classroom: An Alternative of Special Education -- Teacher Resilience and ``Lazy Inclusivism´´ in the Neoliberalized LRC Context -- Mapping Resilience to and of Neoliberalism in the LRC Context: Multiple Correspondence Analysis -- Dimension 1: An Agentic Professional World of LRC Teachers -- Dimension 2: A Neoliberalized Professional World of LRC Teachers -- Dimension 3: Resilience to Neoliberalism -- Conclusion -- References -- Chapter 5: Inclusive Education in a Chinese Context: A Hong Kong Perspective -- Context -- Education in Hong Kong -- Legislation, Policies, and Guidelines Related to Inclusion -- Evolving Policies and Practices -- Brief Review of Inclusion Research in Hong Kong -- Teacher Preparation and Ongoing Professional Development -- Implementing Inclusion in Hong Kong´s Schools -- Case Study: Including Students with Impaired Hearing in the Mainstream -- Remaining Challenges and Concerns -- Conclusion and Recommendations -- References -- Chapter 6: Inclusive Education in Macao SAR: The Influence of Colonial Legacy, Confucian Values, and School Marketisation on P... -- Colonial Legacy and Marketisation of Education -- Confucian Values -- Special and Inclusive Education Policy -- Research on Inclusive Education in Macao -- Teacher Preparation and Ongoing Professional Development -- How Inclusion Is Implemented in Schools -- Challenges and Recommendations -- Teachers´ Access to Training Opportunities -- Establish a Whole School Approach to Inclusive Education -- Increase Opportunities for Parental Involvement in Education of Their Child with SEN. Concluding Remarks -- References -- Chapter 7: Inclusive Education in Republic of Korea -- Introduction -- Inclusive Education in Republic of Korea: Cultural Contexts -- Inclusive Education in Republic of Korea: Current Statistics -- Inclusive Education in Republic of Korea: Legislative Contexts -- Special Education Promotion Act -- Act on Special Education for Persons with Disabilities, ETC -- Inclusive Education Portrayed in Korean Legislations and Policies -- Inclusive Education in Republic of Korea: Research Contexts -- Teachers´ Attitudes Towards Korean Inclusive Education -- Special Education Curriculum for Teachers -- Inclusive Education and the Special Education Curriculum -- Special Education Pre-service and In-service Teacher Training -- Bright and Dark Historic Sides of Special Education Teacher Training -- Special Education Teacher Training -- Teacher Qualifications -- Teacher Training Curriculum -- Teacher Education in a New Learning Era -- Teacher Effectiveness and Tasks for Korean Special Education Teacher Training -- Prospects of and Recommendations for Korean Inclusive Education -- References -- Chapter 8: Inclusive Educational System and Practice in Japan -- Japanese Context of Education for Students with Disabilities and Other Special Educational Needs -- Structural Changes in Special-Needs Placement -- Legislation, Policies, and Guiding Documents Related to Inclusion -- Teacher Preparation and Ongoing Professional Development -- Research on Inclusive Education in Japan -- How Inclusion is Implemented in Schools -- Challenges, Concerns, and Recommendations for Action -- Conclusion -- References -- Chapter 9: Inclusive Education in British Columbia: Teaching to Diversity -- Canadian Context -- British Columbia Context -- Legislation, Policies, and Guiding Documents in British Columbia -- The BC School Act. Special Education Services: A Manual of Policies, Procedures and Guidelines -- From Exclusion to Segregation to Inclusion -- British Columbia Ministry of Education Funding Model -- Teacher Preparation in British Columbia -- Implementing Inclusion in British Columbia´s Schools -- Identifying and Addressing Student Learning Needs: The Individual Education Plan -- Instructional Frameworks, Approaches, and Strategies Supporting Inclusive Education for All Students -- Universal Design for Learning -- Differentiated Instruction -- Multi-tiered Systems of Support -- Response to Intervention -- Barriers to Inclusion and Recommendations Moving Forward -- Final Thoughts -- References -- Chapter 10: Aotearoa New Zealand´s Journey Towards Inclusive Education: Just Education or Empty Promises? -- Introduction -- Context -- Population -- Te Tiriti O Waitangi (The Treaty of Waitangi) -- The Primary and Secondary Compulsory Education System -- Māori-Medium Education -- Inclusive Education in the Compulsory Sector -- Policy, Guidance, and Legislation Related to Inclusion -- Disability Policy: The New Zealand Disability Strategy -- Human Rights Conventions and Legislation -- Education Policy -- New Zealand Curricula -- The Education Conversation, Korero Mātauranga -- Teacher Preparation and Ongoing Professional Development for Inclusion -- Just Education? Key Challenges and Concerns -- Conclusion -- References -- Chapter 11: Inclusive Education in Australia: An Unfolding Reform -- Introduction -- Legislation, Policies, and Guiding Documents -- National Level -- State Level -- Brief Review of Local Inclusion Research -- Teacher Preparation and Ongoing Professional Development -- Pre-service Teacher Training -- In-Service Teacher Training and Professional Development -- Implementation of Inclusive Education in Schools. Case Study: Using Co-teaching to Include Students with SEN -- Challenges and Recommendations -- Inconsistent Government Frameworks and Policies -- Inadequate Staff Training -- Lack of Support for Teachers -- Scarcity of Research into Inclusive Pedagogies and Practice -- Concluding Statement -- References -- Part III: Conclusion -- Chapter 12: Inclusive Education in the Asia-Pacific: Moving Forward with Commitment and Intent -- Introduction -- Guiding Legislation and Policies at International and Local Levels -- Local Inclusion Research Across the Region -- Implementing Inclusive Education in Schools -- Teacher Preparation and Professional Development for Inclusion -- Barriers to Inclusive Education -- Inadequate Teacher Education and Training -- Under-resourcing of Mainstream Schools -- Restricted Stakeholder Engagement -- Policy Formulation and Implementation Issues -- Limited Local Research to Inform Practice in Schools -- Recommendations -- Recommendation 1: Improving Teacher Preparation and Training -- Recommendation 2: Increasing Targeted Funding -- Recommendation 3: Expanding Stakeholder Engagement -- Recommendation 4: Extending the Inclusion Research Agenda -- Recommendation 5: Redressing the Policy-to-Practice Gap -- Conclusion -- References. |
| Record Nr. | UNINA-9910741154903321 |
| Singapore : , : Springer, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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