Championing Co-production in the Design of Inclusive Practices
Routledge (Verlag)
978-1-032-60279-0 (ISBN)
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Each chapter focuses on how a particular approach, strategy or project has included children and young people in the decisions that are made about them, their lives and their education. These examples feature a mix of innovative, creative and multisensory pedagogies that consider how to facilitate communication between children and the adults who work with them around the concept and application of inclusive education. Reflective questions are woven throughout, allowing the reader to engage with diverse voices and ensure everyone is involved in adapting teaching to create better learning opportunities for all. Practical takeaway activities are also included that can be discussed in schools and easily applied to a range of different settings.
Championing Co-production in the Design of Inclusive Practices champions teaching and learning pedagogies which not only reflect individuality and difference, but actively seek to position children, young people and learners at the very heart of their own educational experience. It is valuable reading for SENCOs, practising and trainee teachers, and school inclusion managers.
Clare Woolhouse is a Reader at Edge Hill University and her research is based within school communities working directly with teachers, children and young people. Clare explores marginalised identities, multi-modal methodologies and pedagogies, with particular attention given to aspects of educational difference, inclusion and social justice. Virginia Kay is a Senior Lecturer at Edge Hill University, working with student teachers and postgraduate education students. Her research interests are rooted in social justice and perceptions of difference, particularly as this pertains to the policy and practice of inclusive education provision and the role of the SENCo.
Introduction Woolhouse and Kay
Section 1: Listening to the Voices of Children and Young People
1. How Inclusive is the School Environment? The Reality of Implementing Children’s Right to Express their Views Robinson
2. Re-thinking Inclusive Practice within Early Years Education Jackson
3. Enabling Children to Feel Happier, Heard and Connected: The Importance of Ensuring Children feel Safe to Talk about their Emotional World and the Experiences in their Lives Williams
4. My School, My Voice: Development of an Inclusive Student Council in a Large Special School for Autism Mursic
5. Comparing Global Examples of Children’s Experiences of Inclusive Education Sanders
6. Reimagining Inclusive Education: Power, Status and Voice Hallett
7. Reimagining the Role of Children and Young People’s Voices within the Design of Inclusive Education Woolhouse and Kay
Section 2: Involving Young People and Adults in Developing Inclusive Communities
8. Developing Inclusive School Environments: Optimising the Provision of Staff Training to Support Positive Mental Health in Autistic Young People El Zerbi et al
9. The Inclusive Design of Digital Education Programs: Contribution and Experiences of People with Accessibility Needs Murphy et al
10. Rooted in Nature: How to Improve the Involvement of Young People as Research Advisors El Zerbi et al
11. Creating Neuromixed Learning Environments in Higher Education Moore and Davies
| Erscheint lt. Verlag | 31.3.2025 |
|---|---|
| Reihe/Serie | nasen spotlight |
| Zusatzinfo | 1 Tables, black and white; 3 Line drawings, black and white; 8 Halftones, black and white; 11 Illustrations, black and white |
| Verlagsort | London |
| Sprache | englisch |
| Maße | 210 x 297 mm |
| Themenwelt | Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Grundschule |
| Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Sekundarstufe I+II | |
| Sozialwissenschaften ► Pädagogik ► Sonder-, Heil- und Förderpädagogik | |
| ISBN-10 | 1-032-60279-1 / 1032602791 |
| ISBN-13 | 978-1-032-60279-0 / 9781032602790 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
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