Refine
Document Type
- Article (12) (remove)
Is part of the Bibliography
- yes (12)
Keywords
- inclusion (3)
- Clinical reasoning (1)
- Cognitive skills (1)
- Computer-based assessment (1)
- Decision speed (1)
- Diagnostic accuracy (1)
- Educational inequalities (1)
- Effective learning time (1)
- Fremdeinschätzungen (1)
- Game-based learning (1)
- Goal orientation (1)
- Hierarchical linear modelling (1)
- Inklusion (1)
- Lehrkräftebildung (1)
- Longitudinal (1)
- Medical education (1)
- Multiple disparities (1)
- PISA (1)
- Peers (1)
- Planspiel (1)
- Seminarkonzept (1)
- Socioeconomic background (1)
- Special educational needs (1)
- Sprachfähigkeiten (1)
- Time on task (1)
- Urteilsakkuratheit (1)
- Validation (1)
- Video analysis (1)
- Videoanalyse (1)
- Vignetten (1)
- Zielorientierung (1)
- affective learning (1)
- attitudes (1)
- belief in a just world (1)
- bullying behavior (1)
- classroom interactions (1)
- classroom management (1)
- collegial casework (1)
- digital (1)
- education (1)
- effektive Lernzeit (1)
- empathy (1)
- evaluation (1)
- evidence (1)
- inclusive education (1)
- judgement accuracy (1)
- justice (1)
- kognitive Grundfähigkeiten (1)
- kollegiale Fallbesprechung (1)
- language abilities (1)
- multilevel linear regression (1)
- multilevel modeling (1)
- needs (1)
- online training (1)
- other ratings (1)
- peer relations (1)
- peers (1)
- perspective taking (1)
- practice (1)
- ratings (1)
- seminar concept (1)
- socio-emotional competencies (1)
- special educational (1)
- special educational need (1)
- students (1)
- teacher justice (1)
- teaching education (1)
- vignettes (1)
In his essay, Mel Ainscow looks at inclusion and equity from an international perspective and makes suggestions on how to develop inclusive education in a ‘whole-system approach’. After discussing different conceptions of inclusion and equity, he describes international policies which address them. From this international macro-level, Ainscow zooms in to the meso-level of the school and its immediate environment, defining dimensions to be considered for an inclusive school development. One of these dimensions is the ‘use of evidence’. In my comment, I want to focus on this dimension and discuss its scope and the potential to apply it in inclusive education development. As a first and important precondition, Ainscow explains that different circumstances lead to different linguistic uses of the term ‘inclusive education’. Thus, the term ‘inclusive education’ does not refer to an identical set of objectives across countries, and neither does the term ‘equity’.