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Type
Inclusive Education : Socially Just Perspectives and Practices
Author/contributor
Title
Inclusive Education : Socially Just Perspectives and Practices
Volume
7
Issue
2
Date
Spring, 2014
Series Title
LEARNing Landscapes
Language
en
Rights
You are not authorized to use or reproduce this work for any commercial purpose or to further distribute, perform, or alter works in any way without express permission of the owner of the copyright or proxy.
Extra
Number of pages: 318
Notes
Article titles:
- Statement of purpose
- Review board
- Dedication
- Editorial
- Navigating the delicate emerging synchronicity between inclusion and access
- Reflections on a career devoted to the integration of handicapped children
- The transgender child: A lesson in acceptance
- Stakeholders’ inquiries about the systemic inclusion of late adolescent newcomers to Canada: Moving from questions to understandings
- Using universal design for learning to construct inclusive science classrooms for diverse learners
- Teaching for change: Teacher candidates’ anti-oppression elementary school lesson plans
- A whisper of true learning
- Project capabilities and adults with intellectual disabilities: Towards effective interviewing for a better social participation
- Who are you? On being half Indian and half white
- Relatedness-supportive learning environment for girls in physical education
- Inclusion’s historical entanglements in Alberta
- Attending to highly sensitive children in the classroom
- Literacies, leadership, and inclusive education: Socially just arts-informed eco-justice pedagogy
- Funds of knowledge and student engagement: A qualitative study on Latino high school students
- Storytelling to teach cultural awareness: The right story at the right time
- An important reminder: Structuring a classroom environment that honours all students
- Preparing teachers for inclusive classrooms: Introducing the individual direct experience approach
- Using a bio-psycho-social approach for students with severe challenging behaviours
- Autobiographical narrative inquiry: Tellings and retellings
- Science education for social justice using the knowledge-building communities model
- Unbundling stories: Encountering tensions between the familial and school curriculum-making worlds
Citation
Leading English Education and Resource Network (LEARN). “Inclusive Education : Socially Just Perspectives and Practices” 7, no. 2. LEARNing Landscapes (Spring 2014).
Subject
Geographical area
Type
Contributing CKOL partner
Link to this record
Partenaire participant à la BOSC lié à cette ressource
![Logo de Leading English Education and Resource Network (LEARN)](/fr/lib/download/JGD5KBTD/LEARN.png)
Leading English Education and Resource Network (LEARN)
Fondation :
2005
Public cible :
Secteur de l’éducation en anglais (éducateurs, élèves, parents, centres scolaires communautaires) du Québec
Site Web :
https://www.learnquebec.ca/fr/home
Activités :
Promotion de l’enseignement en anglais; tutorat en ligne; création de ressources pour les enseignants et les élèves; ateliers sur le rôle parental; santé mentale et exercices; formation à l’enseignement; développement des centres scolaires communautaires du Québec et soutien
Ancien nom :
LEARN a été fondé en juillet 2005 après la fusion de trois organismes.