TITLE

Inclusive Education in Canada and Germany

AUTHOR(S)
Hinz, Andreas
PUB. DATE
December 2005
SOURCE
Education Canada;Winter2005/2006, Vol. 46 Issue 1, p22
SOURCE TYPE
Periodical
DOC. TYPE
Article
ABSTRACT
The article focuses on the areas of comparison in inclusive education in Canada and Germany. The areas of comparison includes the system-wide structural differences, inclusive structures, inclusive processes and performance standards and common problems and challenges. All normal children in Canada attend the same elementary and secondary schools, regardless of ability level or post-graduation expectations. Federal States in Germany has its own curricula, differentiated in general education.
ACCESSION #
19440797

 

Related Articles

  • Strategies and Resources to Evaluate the Impact of Inclusion Programs on Students. Salend, Spencer J. // Intervention in School & Clinic;May2000, Vol. 35 Issue 5, p264 

    Presents strategies and resources that educators can use to assess the impact of their inclusion programs on the academic performance and social and behavioral development of their normal and disabled students. Standardized testing; Authentic performance-based assessment; Portfolio assessment;...

  • Inclusion: How the Scene Has Changed. Bricker, Diane // Topics in Early Childhood Special Education;Spring2000, Vol. 20 Issue 1, p14 

    One of the first early intervention programs developed in the 1970s at Peabody College used an inclusive approach by combining infants, toddlers, and preschool-age children with and without disabilities. The first section of this article reviews three salient issues faced by the staff of this...

  • Small victories in an inclusive classroom. Mahony, Michael // Educational Leadership;Apr97, Vol. 54 Issue 7, p59 

    Discusses how teachers can succeed in integrating special education students in a mixed class. Argument over whether mixed classes are educationally sound; Challenges specials students face in a large general class; Dilemma in evaluating work done by special students included in a mixed class.

  • Mainstreaming: What Does It Mean? Glazer, Susa Mandel // Teaching Pre K-8;Sep99, Vol. 30 Issue 1, p134 

    Deals with mainstreaming and inclusion in education. Information on equal learning activities, defined as all kinds of children learning together in the same classroom; What the mainstreamed/inclusive concept means; Checklist of characteristics to determine when diversities can be considered...

  • Using Modeling, Manipulatives, and Mnemonics with Eighth-Grade Math Students. Allsopp, David H. // Teaching Exceptional Children;Nov/Dec99, Vol. 32 Issue 2, p74 

    Presents a step-by-step guide for teaching secondary school students in inclusive settings how to solve beginning algebra problems. Three effective instruction methods; Procedures for effectively delivering direct instruction. INSETS: An Example of Using Concrete Instruction.;What Does the...

  • EQUIFINALITY: PARENTS' AND STUDENTS' ATTITUDES TOWARDS A STUDENT-CENTERED APPROACH TO INTEGRATION. Jones, Michael N.; Thorn, Chantal R.; Chow, Peter; Wild, Corrine // Education;Spring2002, Vol. 122 Issue 3, p624 

    The debate regarding the opposing integration options of total inclusion and segregation was examined. Equifinality, a new principle of student-centered integration approach, was proposed as an alternative ideology. An attitude survey questionnaire was constructed and administered to 98 special...

  • Inclusion in Viet Nam: More Than a Decade of Implementation. Villa, Richard A.; Van Tac, Le; Muc, Pham Minh; Ryan, Susan; Thuy, Nguyen Thi Minh; Weill, Cindy; Thousand, Jacqueline S. // Research & Practice for Persons with Severe Disabilities;Spring2003, Vol. 28 Issue 1, p23 

    Offers background on the development of special education policies and services, and the introduction of inclusive education as a service delivery model in Vietnam. Barriers to inclusive education in Vietnam; Details of the collaborative efforts between the Center for Special Education and the...

  • School Change and Inclusive Schools: LESSONS LEARNED FROM PRACTICE. McLeskey, James; Waldron, Nancy L. // Phi Delta Kappan;Sep2002, Vol. 84 Issue 1, p65 

    Discusses 10 lessons that will help professionals create inclusive classrooms, those in which special education students are together with traditional students. Evaluations indicating that inclusive programs work well; Progress seen in students with disabilities; Lessons, including that change...

  • 'Mom, Will Kaelie Always Have Possibilities?' Hanline, Mary Frances; Daley, Steven // Phi Delta Kappan;Sep2002, Vol. 84 Issue 1, p73 

    Discusses and dismisses the myths surrounding the inclusion of children with disabilities in early childhood education programs. Belief that the instructional needs of children with disabilities cannot be met in an early childhood education setting; Belief that children with disabilities cannot...

Share

Read the Article

Courtesy of THE LIBRARY OF VIRGINIA

Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics