Inclusive Pedagogical Practices Amidst a Global Pandemic Issues and Perspectives Around the Globe /

Inclusive Pedagogical Practices Amidst a Global Pandemic Issues and Perspectives Around the Globe /

書目詳細資料
企業作者: SpringerLink (Online service)
其他作者: Meda, Lawrence (Editor), Chitiyo, Jonathan (Editor)
總結:XI, 311 p. 17 illus. in color.
text
語言:英语
出版: Cham : Springer International Publishing : Imprint: Springer, 2022.
版:1st ed. 2022.
叢編:Inclusive Learning and Educational Equity, 7
主題:
Inclusive education.
Teaching.
Teachers > Training of.
International education .
Comparative education.
Inclusive Education.
Pedagogy.
Teaching and Teacher Education.
International and Comparative Education.
在線閱讀:https://doi.org/10.1007/978-3-031-10642-2
格式: 電子 圖書
書本目錄:
  • Acknowledgements
  • Chapter 1. Introducing the road to inclusion during the COVID-19 global pandemic (Lawrence Meda and Jonathan Chitiyo)
  • Chapter 2. Students with disabilities in inclusive educational settings in Poland (Joanna Głodkowska, Barbara Marcinkowska and Emilia Wojdyła)
  • Chapter 3. Inclusion of economically deprived secondary school children in virtual-based learning during COVID-19 in Malawi (Louis Akpan and Omolara Oluwatuyi-Akpan)
  • Chapter 4. Inclusion and the right to education in Latin America and the Caribbean: policies, resources, and good practice in the COVID-19 social and educational emergency (Andres Paya Rico)
  • Chapter 5. On the cultivation of autonomous learning during times of a pandemic: pedagogical implications of inclusive online education (Naima Al-husban and Yusef Waghid)
  • Chapter 6. It takes a village: preparing Chinese immigrant families for remote learning of their children with disabilities (Lusa Lo and Kathy Tsang)
  • Chapter 7. Factors influencingfive Foundation Phase teachers’ teaching experiences during COVID-19 in an inclusive suburban school (Carin Stollz, Heather Phillips, and Janet Condy)
  • Chapter 8. The potential of online education: beyond the status quo of equity and inclusion (Meaghan Krazinski and Megan Cartier)
  • Chapter 9. Perspectives on reconceptualizing and recontextualizing schools' inclusive culture for students with disabilities during the COVID-19 pandemic (Efthymia Efthymiou)
  • Chapter 10. Inclusive art pedagogies for refugee children and youth with mental health disabilities during COVID-19: a Canadian perspective (Susan Barber)
  • Chapter 11. Supporting students with disabilities in transition: collaboration between school counselors and special educators (Sara McDaniel, Zachary Pietrantoni, and Szu-Yu Chen)
  • Chapter 12. The spirit of volunteerism: supporting young children of medical workers during the COVID-19 pandemic in the United Arab Emirates (Lawrence Meda)
  • Chapter 13 Collaborative roles of rural school managers to benefit learners within inclusive education (Patrick Mweli and Ntombizandile Gcelu)
  • Chapter 14. Teaching in a global pandemic: experiences of five educators supporting students with disabilities in inclusive classrooms in the United States (Adam Moore, Abigail Higgins, Carly Doulette, Kayla Hoff, & Simoneil Sarbh)
  • Chapter 15. Educators coming together to empower learners, families, and teachers in developing culturally responsive/sustaining postsecondary transition plans during COVID-19 (Rebekka Jez, Keitha Osborne, and Clara Hauth)
  • Chapter 16. Understanding life in lockdown for autistic young people in Northern Ireland (Gillian O’Hagan and Bronagh Byrne)
  • Chapter 17. Inclusive educational practices in Turkey during the period of COVID-19 (Ismail Mirici)
  • Chapter 18. Inclusive pedagogical practices amidst a global pandemic: Lessons learnt from across the globe (Jonathan Chitiyo and Lawrence Meda)
  • Index.

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