Naslov
Evidence Based Practice: Presumtion of Inclusive Education

Autori
Bouillet, Dejana

Vrsta, podvrsta i kategorija rada
Poglavlja u knjigama, znanstveni

Knjiga
Curriculums of Early and Compulsory Education

Urednik/ci
Bouillet, Dejana, Matijević, Milan

Izdavač
Učiteljski fakultet Sveučilišta u Zagrebu

Grad
Zagreb

Godina
2009

Raspon stranica
31-42

ISBN
978-953-7210-24-3

Ključne riječi
inclusion, evidence based practice, early childhood education

Sažetak
Nowdays, we have a greater understanding of effective curriculum and instructional models for inclusion in early childhood education programs. However, yet after more than 20 years, achieving widespread implementation of inclusive programs is largely unmet goal. Often what we know stands in stark contrasts to the service delivery systems we have devised (Brotherson at all, 2001). The major challenge is how to plan the involvement of children with disabilities so that they and their typically developing peers benefit maximally from the arrangement. The placement of children with disabilities in close physical proximity to typically developing peers without associated interventions tends not to result in gains in the social adjustment of the children with disabilities (Hundert, 2007). Furthermore, special educators have not yet established definitively which practices are or are not evidence-based or settled on a systematic process for determining evidence-based practices (EBPs). Simple logic appears to suggest that, in general, teachers should prioritize the use of instructional practices that are most likely to bring about desired children’s outcomes (Cook et all, 2009). Due to those reasons, in the present article the elaboration of the possibilities and needs of evidence-based practice of the inclusive education in Croatia is provided.

Izvorni jezik
Engleski

Znanstvena područja
Pedagogija

Napomena
Radi se o radu koji je preznatiran na znanstvenom skupu.

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