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School and Inclusive Practices

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Book cover The Teacher’s Role in Implementing Cooperative Learning in the Classroom

Part of the book series: Computer-Supported Collaborative Learning ((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.

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  1. University of Queensland, Qld 4072, Brisbane, Australia

    Professor Adrian F. Ashman

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  1. Professor Adrian F. Ashman
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  1. University of Queensland, Qld 4072, Brisbane, Australia

    Robyn M. Gillies  & Adrian F. Ashman  & 

  2. Vrije University, 1081 BT, Amsterdam, Netherlands

    Jan Terwel

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Ashman, A.F. (2008). School and Inclusive Practices. In: Gillies, R.M., Ashman, A.F., Terwel, J. (eds) The Teacher’s Role in Implementing Cooperative Learning in the Classroom. Computer-Supported Collaborative Learning, vol 8. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-70892-8_8

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