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School and Inclusive Practices

  • Adrian F. Ashman
Part of the Computer-Supported Collaborative Learning book series (CULS, volume 8)

Over the past 20 years, there has been an imperative in most Western countries to accommodate students with special learning needs in regular education settings. Inclusion has become the catchword that epitomizes the notion of equality and opportunity in social and scholarly domains. It would seem logical that the adoption of inclusion as a systemic policy would lead to significant changes in classroom teaching and learning practices but this does not appear to be the case. The implementation of new teaching-learning technologies to support inclusive education practices, including peer-mediation, has not kept pace with the acceptance of the rhetoric. In this chapter, I draw a parallel between the evidence supporting the benefits of inclusive education and the data that confirm the value of peer-mediation with students with diverse learning needs.

Keywords

Intellectual Disability Cooperative Learning Inclusive Education Gifted Student Talented Student 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Springer Science+Business Media, LLC 2008

Authors and Affiliations

  • Adrian F. Ashman
    • 1
  1. 1.University of QueenslandAustralia

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