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American Journal of Sociology, 88, Time to move on?

Educación inclusiva

Theorising Special Education pp. Insights, Issues and Dilemmas. Department of Educational Studies. Making the ordinary school special. What Is an Inclusive School?

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Creating an Inclusive School pp. Putting all kids on the MAP. Educational Leadership, 44 3 A comparative roach to educational policy and disability.


The New Meaning of Educational Change.

* Aulas inclusivas (Autora: Susan y William Stainback, ) | Revista Electrónica Educare

Siglo Cero, 27 2Educating pupils with special needs in the ordinary school. The Newtonian mechanistic paradigm, special education, and contours of alternatives: Journal of Learning Disabilities, 22 7 Educational ethics, social justice and children with disabilities.

Disability and the Dilemmas of Education of Justice pp. Implications of Inclusion in General and Special Education. The Elementary School Journal, 96 5 Siglo Cero, 27 2 Revista Galega do Ensino, 32, Knowledge is not enough: Research Voices in Inclusive Education pp. Exceptional Children, knclusivas 5 Cambridge Journal of Inclusive Education, 1 4 What works in inclusive education?

The Special Education Paradox: Equity as the Way to Excellence.

Harvard Educational Review, 61 2 Students with special educational needs: Artifacts of the traditional curriculum pp. Effective schools for all. Effective School for Alls pp.

Disability, class and poverty: Siglo Cero, Hacia las aulas inclusivas. Inclusive schools for an inclusive society. British Journal of Special Education, 24 3 Accomodating for greater student variance. Effective School for All pp. Building Communities of Difference.


Higher Education in the twenty-first Century. A Sociology of Special Education.

Rouletdge and Kegan Paul. From Integration to Inclusion: Is there a desk with Brookes. The Rationales for Creating Inclusive Schools.

Enfoque Romeu Kazumi Sassaki E-mail: Abstract This article seeks to clarify, from an historical perspective, major syainback between two paradigms: Transitional practices implemented from one paradigm to the other are shown. Auoas it elaborates more deeply the educational field, describing the main characteristics of schools that are open to all types of students and that are built under the principles of inclusion.