new events newsletter about us route journals contact shopping cart

Advanced search >

Maklu | Garant | Spinhuis

19 & 20 september

Het Boekenpodium

Somersstraat 13-15
2018 Antwerpen
Tel: +32 (3) 231 29 00
Fax: +32 (3) 233 26 59

Koninginnelaan 96
7315 EB Apeldoorn
Tel: +31 (55) 522 06 25
Fax: +31 (55) 522 56 94

Jo Lebeer (Ed.)
In-clues. Clues to inclusive and cognitive education (met DVD)
ISBN: 9789044121537
Number of pages: 77
Status: Published - can be ordered - can be delivered
Price: € 16.00
Publisher : Garant Uitgevers nv
Print-version   Order

About the book:
This booklet with DVD, brings together the most important works of the INCLUES Network – a European Network around the theme of inclusive and cognitive education.

Inclusive education means that no child is excluded from a mainstream school on the ground of being an exception or having special educational needs. In inclusive education, children learn and live together. It is not limited to children with a label of “disability” but also extends to children, often with a poor socio-economic background, deprived of proper educational support, who tend to be at risk of educational failure. Many of these children have a poor development of learning skills and basic cognitive functions. Therefore the “cognitive” goal of the IN-CLUES Network is to promote ways to reinforce basic learning prerequisites – while at the same time being well aware that this in itself needs an affective climate fostering acceptance of difference, feelings of competence and learning challenges. Also teachers have special educational needs: the need to change their minds and to be able to deal with so large differences.

Realizing inclusive & cognitive education involves work on many levels: families, schools, counsellors, teachers, teacher trainers, assessing psychologists, and policy and decision makers. Despite the discourse on inclusion as a human right to belong, despite laws and fi nancial stimuli in some countries, there was (and still is) a lot of hesitation, practical ignorance or many times resistance against inclusive education. Teachers lack a proper preparation and sometimes do not know what to do. Systems of in-service counselling and training are lacking. Assessment methods are obsolete. Proper content is lacking: how to work with a concrete child, with particular difficulties and challenges, in a group with widely varying learning differences. Yet, in all European countries, whether well-established or in a beginning phase, there are examples of good practice.

This booklet contains recommendations on what the conditions are for a good implementation of inclusive education; what are essential aspects of an inclusive teacher training and what are the conditions of a good programme which activates basic learning prerequisites of children.

The accompanying DVD contains a wealth of materials: videos and presentations of examples of good practice of inclusive and cognitive education from several countries, papers and presentations, about such widely varying subjects as behaviour management, mathematics education, parent counselling, dynamic assessment and cognitive activation, teacher training and implementation of inclusive education.

About the contents:
Mushrooms and roses: European networking in inclusive and cognitive education - Introduction - Historical background - Some of the problems in the implementation of inclusive education - Differentiating teaching and learning for challenging children - What does the Inclues-network want to achieve? - What kind of activities did the Inclues Network do? - Examples of networking impact - Disseminating examples of good practice - Changing teachers’ minds? - Parent support groups - Reflections on the process of networking - Networking What’s next? - Comenius network action - References - IMPLEMENTATION OF INCLUSIVE EDUCATION - Recommendations from a working group in the INCLUES project - Introduction - The ideological/ political perspective - The phenomenon of inclusion – the reflective perspective - Good practices for integration and inclusion - Criteria for a qualitative implementation of inclusive education - Some didactical approaches to inclusive education - Conclusion - References - Inclusive teacher training based on competencies - Report of the working group –“Teachers’ competences in inclusive education” - Teacher training principles for inclusive education - What are the competences required for teaching in an inclusive classroom? - Suggestions concerning the duration, form and structure of the training - Refences - Shortlist of programmes, methods and approacaches that acactivate cognitive development -List of criteria