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Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/28009
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DC FieldValueLanguage
dc.contributor.authorPage, Angelaen
dc.contributor.authorCharteris, Jenniferen
dc.date.accessioned2020-02-12T05:28:22Z-
dc.date.available2020-02-12T05:28:22Z-
dc.date.issued2019-07-28-
dc.identifier.citationGood Teacher Magazine, 2019(Term 3), p. 14-16en
dc.identifier.issn1175-5911en
dc.identifier.issn1173-8499en
dc.identifier.urihttps://hdl.handle.net/1959.11/28009-
dc.description.abstractMuch has been said about mainstream students in innovative learning environments (ILE). Much less has been said about how inclusive education can be addressed in ILE (Page & Davis, 2016) and in particular the issues associated with incorporating satellite buildings within new ILE builds. For us 'inclusion in education' refers to how students learn together within the same educational environment, regardless of their ability. The investment in ILE with the requirement for all schools to address principles of flexible design has implications for inclusive education in Aotearoa (New Zealand). We touch on the complexities of teaching students with high and very high educational needs and the need to consider these when planning for ILE design, and professional learning and development for those who work with these students in ILE settings.en
dc.languageenen
dc.publisherEd-media Publicationsen
dc.relation.ispartofGood Teacher Magazineen
dc.titleInclusive education in ILEs: What do we need to think about?en
dc.typeJournal Articleen
dcterms.accessRightsGolden
local.contributor.firstnameAngelaen
local.contributor.firstnameJenniferen
local.subject.for2008130313 Teacher Education and Professional Development of Educatorsen
local.subject.seo2008930202 Teacher and Instructor Developmenten
local.profile.schoolSchool of Educationen
local.profile.schoolSchool of Educationen
local.profile.emailapage31@une.edu.auen
local.profile.emailjcharte5@une.edu.auen
local.output.categoryC3en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.publisher.placeNew Zealanden
local.format.startpage14en
local.format.endpage16en
local.url.openhttps://issuu.com/goodteacher/docs/gt1903en
local.identifier.volume2019en
local.identifier.issueTerm 3en
local.title.subtitleWhat do we need to think about?en
local.access.fulltextYesen
local.contributor.lastnamePageen
local.contributor.lastnameCharterisen
dc.identifier.staffune-id:apage31en
dc.identifier.staffune-id:jcharte5en
local.profile.orcid0000-0001-9857-9054en
local.profile.orcid0000-0002-1554-6730en
local.profile.roleauthoren
local.profile.roleauthoren
local.identifier.unepublicationidune:1959.11/28009en
dc.identifier.academiclevelAcademicen
dc.identifier.academiclevelAcademicen
local.title.maintitleInclusive education in ILEsen
local.output.categorydescriptionC3 Non-Refereed Article in a Professional Journalen
local.relation.urlhttp://www.goodteacher.co.nzen
local.search.authorPage, Angelaen
local.search.authorCharteris, Jenniferen
local.istranslatedNoen
local.uneassociationYesen
local.atsiresearchNoen
local.sensitive.culturalNoen
local.year.available2019en
local.year.published2019en
local.fileurl.closedpublishedhttps://rune.une.edu.au/web/retrieve/2be3c645-b644-478d-a218-10f6fb69b4aden
local.subject.for2020390307 Teacher education and professional development of educatorsen
local.subject.for2020390305 Professional education and trainingen
local.subject.seo2020160303 Teacher and instructor developmenten
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