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dc.contributor.authorFasting, Rolf
dc.date.accessioned2011-04-11T10:52:54Z
dc.date.available2011-04-11T10:52:54Z
dc.date.issued2010
dc.identifier.citationFasting, R. (2010). Inclusion through the concept of adapted education : a review of the Norwegian challenges. Specialusis ugdymas Special Education, 22 (1), 179-190en_US
dc.identifier.issn1392-5369
dc.identifier.otherFRIDAID 525151
dc.identifier.otherFRIDAID 525154
dc.identifier.urihttps://hdl.handle.net/10642/656
dc.description.abstractInclusion has since the UNESCO conference in 1994, been the global denominator and ideology of most western societies school policies and practises. The debate has mostly focused on how to respond to and facilitate education for the diversity of pupils within the public school. In Norway, the debate about inclusion has not captured the same attention, and instead the focus has been on how to understand and implement the principle of adapted education. The principles of inclusion and adapted education have common denominators, implying sensitivity and responsibility towards the multiplicity of pupils. In educational settings inclusion also comprises that schooling from its outset should be designed with pupils’ diversity in mind. The aim of the paper is to discuss inclusive education with a particular view to Norwegian education and special education policy and practise. The paper describes and discusses educational trends from the establishment of the Norwegian compulsory school in the first half of the 1900 sensory up to current challenges in the latter years. In the end of the paper, some current challenges regarding the implementation of an inclusive school are discussed in the light of findings showing a growing body of pupils advised to special education.en_US
dc.language.isoengen_US
dc.publisherŠiauliai University Special Education Research Centreen_US
dc.relation.ispartofseriesSpecialusis ugdymas Special Education;22 (1)
dc.subjectAdapted educationen_US
dc.subjectInclusionen_US
dc.subjectNorwayen_US
dc.subjectSpecial educationen_US
dc.subjectVDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280::Fagdidaktikk: 283en_US
dc.titleInclusion through the concept of adapted education : a review of the Norwegian challengesen_US
dc.title.alternativeInkliuzija paremtas adaptuoto mokymo konceptas : Norvegijos issukitj apzv algaen_US
dc.typeJournal articleen_US
dc.typePeer revieweden_US
dc.identifier.doihttp://www.sumc.lt/images/joournal2010_1_22/25_fasting_en_rtf.pdf


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