Inclusive Pedagogical Practices Amidst a Global Pandemic
portes grátis
Inclusive Pedagogical Practices Amidst a Global Pandemic
Issues and Perspectives Around the Globe
Chitiyo, Jonathan; Meda, Lawrence
Springer International Publishing AG
09/2022
311
Dura
Inglês
9783031106415
15 a 20 dias
631
Descrição não disponível.
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 Glodkowska, Barbara Marcinkowska and Emilia Wojdyla).- 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.
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
Inclusive pedagogical practices;students with disabilities in online environments;remote teaching and learning modalities;Inclusive education in the United Arab Emirates;Inclusive education in Zimbabwe;innovative classroom pedagogical practices;Inclusive education in Kenya;Inclusive extra-mural activities;synchronous methods of teaching;asynchronous methods of teaching;students with disabilities in Zimbabwe;inclusive education in South Africa
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 Glodkowska, Barbara Marcinkowska and Emilia Wojdyla).- 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.
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
Inclusive pedagogical practices;students with disabilities in online environments;remote teaching and learning modalities;Inclusive education in the United Arab Emirates;Inclusive education in Zimbabwe;innovative classroom pedagogical practices;Inclusive education in Kenya;Inclusive extra-mural activities;synchronous methods of teaching;asynchronous methods of teaching;students with disabilities in Zimbabwe;inclusive education in South Africa
