New perspectives in special education : a six-country study of integration
著者
書誌事項
New perspectives in special education : a six-country study of integration
Routledge, 1994
- : pbk
大学図書館所蔵 全30件
  青森
  岩手
  宮城
  秋田
  山形
  福島
  茨城
  栃木
  群馬
  埼玉
  千葉
  東京
  神奈川
  新潟
  富山
  石川
  福井
  山梨
  長野
  岐阜
  静岡
  愛知
  三重
  滋賀
  京都
  大阪
  兵庫
  奈良
  和歌山
  鳥取
  島根
  岡山
  広島
  山口
  徳島
  香川
  愛媛
  高知
  福岡
  佐賀
  長崎
  熊本
  大分
  宮崎
  鹿児島
  沖縄
  韓国
  中国
  タイ
  イギリス
  ドイツ
  スイス
  フランス
  ベルギー
  オランダ
  スウェーデン
  ノルウェー
  アメリカ
注記
Bibliography: p. 143-150
Includes indexes
内容説明・目次
- 巻冊次
-
ISBN 9780415083362
内容説明
It is now widely believed in many Western countries that the segregation of students with special educational needs is problematic, and that wherever possible these students should be educated alongside their peers in regular education settings. There has been a general move towards integrating special and regular education into one system that caters for a much wider range of students. But the outcomes in various countries have been very different. This book describes and evaluates these outcomes in the hope that teachers and other professionals may be able to profit from each other's experiences. The book provides both quantitative and qualitative information, analyzing the similarities and differences between integration practices in six Western countries: Italy, Denmark, Sweden, the United States, England and Wales, and the Netherlands. The concluding chapters summarize the findings and offer some general conclusions. The editors discuss the factors that are critical to integration from a teacher perspective, and explore the aims and limitations of integration.
- 巻冊次
-
: pbk ISBN 9780415083379
内容説明
It is now widely believed in many Western countries that the segregation of students with special educational needs is problematic, and that wherever possible these students should be educated alongside their peers in regular education settings. There has been a general move towards integrating special and regular education into one system that caters for a much wider range of students. But the outcomes in various countries have been very different. This book describes and evaluates these outcomes. The book provides both quantitative and qualitative information, analysing the similarities and differences between integration practices in six Western countries.
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