Session Information
03 SES 10 A, Teacher as Curriculum Designer
Paper Session
Contribution
Method
Expected Outcomes
References
Ainscow, M., & Cesar, M. (2006). Inclusive education ten years after Salamanca: Setting the agenda. European Journal of Psychology of Education, 21(3), 231-238. Avramidis, E., Bayliss, P. & Burden, R. (2000). A Survey into Mainstream Teachers’ Attitudes Towards the Inclusion of Children with Special Educational Needs in the Ordinary School in one Local Education Authority. Educational Psychology, 20(2), 191-211. Ghesquière, P., Moors, G., Maes, B., & Vandenberghe, R. (2002). Implementation of Inclusive Education in Flemish Primary Schools: a multiple case study. Educational Review, 54(1), 47-56. Lacey, P., Layton, L., Miller, C., Goldbart, J., & Lawson, H. (2007). What is literacy for students with severe learning difficulties? Exploring conventional and inclusive literacy. Journal of Research in Special Educational Needs, 7(3), 149-160. Leeuwen, A. B. van, Schram, E., & Cordang, M. (2008). Samen leren… (maar) op maat van de leerling. Hoe geven scholen voor primair onderwijs hun curriculum vorm voor kinderen met een verstandelijke beperking? (Learning together ... (but) appropriate for the pupil. How do primary schools design the curriculum for pupils with mental retardation?). Enschede: SLO. LVC3 (2007). Monitor LVC3. Leerlinggegevens 1 oktober 2006. (Monitor LVC3. Pupil data of oktober 1st, 2006). Utrecht: LVC3. Mitchell, D. (2008). What really works in special and inclusive education. Using evidence-based teaching strategies. Oxon: Routledge.
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