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Teaching Assistance and Support for Inclusion (CROSBI ID 68902)

Prilog u knjizi | izvorni znanstveni rad | međunarodna recenzija

Igrić, Ljiljana ; Cvitković Daniela ; Lisak Natalija ; Kobetić Darko Teaching Assistance and Support for Inclusion // International Classroom Studies of Inclusive Practices: Comparing Teaching-Learning Processes / Johnsen, Berit H. (ur.). Oslo: Cappelen Damm, 2020. str. 176-196

Podaci o odgovornosti

Igrić, Ljiljana ; Cvitković Daniela ; Lisak Natalija ; Kobetić Darko

engleski

Teaching Assistance and Support for Inclusion

Similarities and differences of the findings from the seven studies The compilation of results from all research teams gives an interesting insight into how many similar findings are reported. One reason for this may be that there is joint attention on the seven didactic-curricular areas of inner activities at school. However, there are an “infinite” number of topics that may be mentioned within each of the main categories. Furthermore, the variations in research designs and focus as well as different contexts of the seven studies also give reason to expect differences. What are the main similarities in the answers to the research question of how the school teaches in accordance with the pupils’ different levels of mastery and needs for support in the learning process in the community of the class? What inclusive practices may be characterised as similar? In the following, findings that may be characterised as similar are presented from the different didactic-curricular areas. However, there are also a number of findings representing one or a few of the seven studies ; some of them are rare, unique, or different and surprising. Some of them may contribute to shed new light on the phenomenon of inclusion. Thus, after the similar findings, single and rare findings of inclusive practices are presented. Similarities. The overall findings show that class teachers are in focus in all the seven studies. They are described as main actors concerning knowledge about individual pupils in the majority of the studies. All research teams explicitly or implicitly point to the importance of being aware of pupils’ wellbeing - specifically pupils’ with special educational needs. Thus, pupils’ psychosocial functioning and relationship in the class together with academic performance are the two prioritised aspects, even though specific focuses vary. Thorough knowledge and assessment of pupils’ level of mastery and mediational needs is a prerequisite for individually adapted education. The professional knowledge bank of ordinary- and special needs education stores a multitude of assessment approaches and -tools ; formal and informal. Accordingly, a focus of this international comparative research project is to describe assessment practices and their relation to the policy of inclusion.

teaching assistance, inclusion, support, international studies, comparation

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Podaci o prilogu

176-196.

objavljeno

Podaci o knjizi

International Classroom Studies of Inclusive Practices: Comparing Teaching-Learning Processes

Johnsen, Berit H.

Oslo: Cappelen Damm

2020.

978-82-02-47062-3

Povezanost rada

Edukacijsko-rehabilitacijske znanosti, Interdisciplinarne društvene znanosti, Obrazovne znanosti