490138 SE Theory and practical experience of school development (2015S)
Diversity and Inclusive Education in a global context
Continuous assessment of course work
Labels
Registration/Deregistration
Note: The time of your registration within the registration period has no effect on the allocation of places (no first come, first served).
- Registration is open from Mo 09.02.2015 12:00 to Mo 23.02.2015 12:00
- Deregistration possible until Fr 06.03.2015 12:00
Details
max. 25 participants
Language: English
Lecturers
Classes (iCal) - next class is marked with N
Tuesday
05.05.
09:00 - 12:00
Seminarraum 4 341 Porzellangasse 4 3.OG
Tuesday
12.05.
09:00 - 12:00
Seminarraum 4 341 Porzellangasse 4 3.OG
Tuesday
19.05.
09:00 - 12:00
Seminarraum 4 341 Porzellangasse 4 3.OG
Tuesday
02.06.
09:00 - 12:00
Seminarraum 4 341 Porzellangasse 4 3.OG
Tuesday
09.06.
09:00 - 12:00
Seminarraum 4 341 Porzellangasse 4 3.OG
Tuesday
16.06.
09:00 - 12:00
Seminarraum 4 341 Porzellangasse 4 3.OG
Tuesday
23.06.
09:00 - 12:00
Seminarraum 4 341 Porzellangasse 4 3.OG
Tuesday
30.06.
09:00 - 12:00
Seminarraum 4 341 Porzellangasse 4 3.OG
Information
Aims, contents and method of the course
The course Schools and Heterogenity: diversity and inclusion in a global context, will start with considering the political and legislative framework in which inclusion and inclusive education is embedded. It will start looking at inclusion and inclusive education from a global view and then focus on case studies from countries world wide. Attention will be given in particular to the role of teachers in inclusion and the competences required to manage diversity in classrooms. The course will be a combination of lectures, activities and discussions. A good level of English is required.
Assessment and permitted materials
- Regular attendance and active participation
- Group presentations
- Writing of a paper on a theme related to inclusion, teaching and the interest of the student.
- Group presentations
- Writing of a paper on a theme related to inclusion, teaching and the interest of the student.
Minimum requirements and assessment criteria
At the end of this seminar the student should be able to:
- Explain the background of inclusion and its implications
- Discuss inclusion with its issues, advantages, disadvantages
- Discuss and apply methods that promote inclusion
- Reflect on their own teaching beliefs in relation to inclusion
- Explain the background of inclusion and its implications
- Discuss inclusion with its issues, advantages, disadvantages
- Discuss and apply methods that promote inclusion
- Reflect on their own teaching beliefs in relation to inclusion
Examination topics
The course will be a combination of short lectures, discussions on different themes related to inclusion and presentations.
Reading list
This list will be adapted and completed once the course has started.Ainscow M., Booth T., Dyson A.(2006). Improving schools, developing inclusion. London: Routledge.Bush K. and Saltarelli D. (2000). The Two Faces of Education in Ethnic Conflict. Towards a Peacebuilding Education for Children. UNICEF, Innocenti Research Centre Florence, Italy.Booth, T., and Ainscow, M., (2002). The Index for Inclusion. Developing learning and participation in schools. Centre for Studies on Inclusive Education.Hart S., Drummond M., McIntyre (2007). Learning without limits: constructing a pedagogy free from determinist beliefs about ability. In: The SAGE Handbook of Special Education. London: Sage Publications.Hill K. (2011). Possibilities for Social Cohesion in Education: Bosnia-Herzegovina. Peabody Journal of Education 86, pp. 155-170.Koster M., Pijl S.J., Nakken H., Van Houten E. (2010). Social Participation of Students with Special Needs in Regular Primary Education in the Netherlands. International Journal of Disability, Development and Education, vol. 57, no.1, pp.59-75Löser J.M. and Werning R. (2011). Does Equity Exist for Immigrant Students in German Schools? In: Inclusive Education. Artiles J., Kozleski B., Waitoller F. (2011). Cambridge: Harvard Education Press.Luciak M. & Biewer G. (2011). 'Equity and Inclusive Education in Austria in Inclusive Education. Examining Equity on Five Continents ed by Artiles, A. J., Kozleski, E. B & Waitoller, F. R. Cambridge: Harvard Education Press, 17-44.Mitchell D. (2008). What Really Works in Special and Inclusive Education. Using Evidence Based Teaching Strategies. New York: Routledge.Pijl S. (2010). Preparing teachers for inclusive education: some reflections from the Netherlands. Journal of Research in Special Educational Needs, vol. 10, no 1, pp. 197-201Rioux (2007). Disability Rights in Education. In: The SAGE Handbook of Special Education. London: Sage Publications.Slee R. (2007). Inclusive schooling as a means and end of education? In: The SAGE Handbook of Special Education. London: Sage Publications.
Association in the course directory
Last modified: We 21.04.2021 13:39