INCLUSIVE SCHOOL: CONCEPTS, PRACTICES, TEACHERS AND TECHNOLOGIES

Authors

  • Jordi Quintana Albalat
  • Imma Bo Barnadas

DOI:

https://doi.org/10.14572/nuances.v26i2.3398

Keywords:

Inclusive school, Assistive Technology, Technologies for Learning and Knowledge, Teacher Training, Commitment

Abstract

In this article we present a brief review of the changes in concepts, policies and practice that have been occurring in our society, going from excluding disable people, or people with special needs to including them. We reflect upon adjustment, suitability and implications of the diverse organizational and participative structures. We also review practicums, strategies and current methodologies used to attend diverse students; furthermore we reflect upon teacher formation and the commitment of the professorship; and review the applications of tics in the inclusive school, both in their use as support to diversity and as cognitive tools to achieve learning and knowledge. Finally we present some actions or proposals to analyze or work.

http://dx.doi.org/10.14572/nuances.v26i2.3398

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Published

2016-01-06

How to Cite

ALBALAT, J. Q.; BO BARNADAS, I. INCLUSIVE SCHOOL: CONCEPTS, PRACTICES, TEACHERS AND TECHNOLOGIES. Nuances: estudos sobre Educação, Presidente Prudente, v. 26, n. 2, p. 93–111, 2016. DOI: 10.14572/nuances.v26i2.3398. Disponível em: https://revista.fct.unesp.br./index.php/Nuances/article/view/3398. Acesso em: 22 nov. 2024.

Issue

Vol. 26 No. 2

Section

Dossiê

License

Atribuição-NãoComercial
CC BY-NC
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