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Title: Inklusion in Deutschland und Australien
English Title: Inclusion in Germany and Australia
Contributor(s): Harrington, Ingrid  (editor)orcid ; Kastirke, Nicole (editor); Holtbrink, Laura (editor)
Publication Date: 2016
DOI: 10.1007/978-3-658-14463-0
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Abstract: Der Inklusionsbegriff wird derzeit weltweit eingesetzt und in den unterschied-lichsten Facetten ausgestaltet. Eine Gruppe von Studentinnen der Sozialen Arbeit (B.A.) an der Fachhochschule Dortmund und ein australisches Team der University of New England, Armidale, Australien, haben in den Jahren 2012 und 2013 Schulen in Deutschland und Australien besucht und nach ihren Inklusionsmerk-malen untersucht. Ergebnisse dieser Studien flossen in Abschlussarbeiten ein und werden in diesem Buch in ihren zentralen Auszügen widergegeben.
Publication Type: Book
Publisher: Springer VS
Place of Publication: Germany
ISBN: 9783658144623
Fields of Research (FOR) 2008: 130302 Comparative and Cross-Cultural Education
130313 Teacher Education and Professional Development of Educators
130304 Educational Administration, Management and Leadership
Fields of Research (FoR) 2020: 390305 Professional education and training
390401 Comparative and cross-cultural education
Socio-Economic Objective (SEO) 2008: 930502 Management of Education and Training Systems
930501 Education and Training Systems Policies and Development
Socio-Economic Objective (SEO) 2020: 160205 Policies and development
160204 Management, resources and leadership
HERDC Category Description: A3 Book - Edited
Extent of Pages: 139
Series Name: Edition Centaurus - Jugend, Migration und Diversity
English Abstract: The purpose of this text is to encourage Education and Social Work students to engage in critical inquiry about inclusive educational practices, and how they differ in perspective, application and understanding of their 'place' whilst working in schools in Germany and Australia. Through a number of research studies, the 'what' and 'how' inclusive practices manifest in schools are explored, in the local and the wider social/cultural contexts. The intent of the chapters is to provide both theoretical frameworks and conceptual tools to inform students' inquiry with knowledge about the debates, arguments and research findings around the educational issue of school-based inclusiveness. Critical engagement with these topics and about their implications for curriculum policies and practices can deepen and situate student inquiries in a wider context beyond personal experience and opinion. A unique feature of this book is its bilingual nature in order to increase access to both English and German speaking readers.
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