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020 _a9783031525094
_9978-3-031-52509-4
024 7 _a10.1007/978-3-031-52509-4
_2doi
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072 7 _aJNT
_2bicssc
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100 1 _aFlavian, Heidi.
_eauthor.
_0(orcid)0000-0003-0711-3959
_1https://orcid.org/0000-0003-0711-3959
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
_959246
245 1 0 _aTransdisciplinary Teaching in Inclusive Schools
_h[electronic resource] :
_bPromoting Transdisciplinary Education for Learners with Special Needs /
_cby Heidi Flavian.
250 _a1st ed. 2024.
264 1 _aCham :
_bSpringer International Publishing :
_bImprint: Springer,
_c2024.
300 _aXXIII, 156 p. 1 illus.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aTransdisciplinary Perspectives in Educational Research,
_x2662-6705 ;
_v8
505 0 _a1. Transdisciplinary teaching; main concepts and perspectives -- 2. Thinking skills, mediation for thinking development, and transdisciplinary teaching -- 3. Transdisciplinary teaching for learners with Attention Deficit Hyperactivity Disorder; ADHD -- 4. Transdisciplinary teaching for learners with Autism Spectrum Disorder; ASD -- 5. Transdisciplinary teaching for learners with sensory impairments and challenges -- 6. Transdisciplinary teaching in intercultural learning communities -- 7. Summary.
520 _a This book offers opportunities for better understanding teachers’ unique challenges when planning teaching sessions for learners with special needs, based on the transdisciplinary approach. The work also presents some of the core learning strategies teachers may incorporate into their teaching processes in order to promote transdisciplinary learning among learners with special needs. From a theoretical perspective, this book discusses a variety of advantages and disadvantages transdisciplinary educators may encounter, and promotes educators' development of their own vision of this area. Although the concept of special needs is often over-generalized, this book relates to the most common types of special needs among learners who study in inclusive schools: learners from different cultural background, learners with Attention Deficit Hyperactive Disability (ADHD), learners with Autism Spectrum Disorder (ASD), and learners with sensory or motor challenges. A special chapter is dedicated to each of those groups in order to closely examine how teachers can teach those learners according to the transdisciplinary approach in practice, in inclusive classrooms. While each chapter presents different perspectives of learners with special needs, the book’s summary integrates them all and highlights the commonalities between the various needs.
650 0 _aTeaching.
_959247
650 0 _aInclusive education.
_959665
650 0 _aPeople with disabilities
_xEducation.
_967591
650 0 _aDevelopmental psychology.
650 0 _aMotor ability in children.
_972622
650 1 4 _aPedagogy.
_968979
650 2 4 _aInclusive Education.
_959665
650 2 4 _aEducation and Disability.
_967592
650 2 4 _aDevelopmental Disabilities.
_972623
650 2 4 _aMotor Skills Development.
_972624
710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9783031525087
776 0 8 _iPrinted edition:
_z9783031525100
776 0 8 _iPrinted edition:
_z9783031525117
830 0 _aTransdisciplinary Perspectives in Educational Research,
_x2662-6705 ;
_v8
_972625
856 4 0 _uhttps://doi.org/10.1007/978-3-031-52509-4
912 _aZDB-2-EDA
912 _aZDB-2-SXED
999 _c58177
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