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Inhalt |
6 |
|
|
Teil I Inklusion im internationalen Kontext |
8 |
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Inklusion in Deutschland zwischen fachlichen und politischenAnforderungen – Was kann ein internationaler Blick leisten? |
9 |
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|
Einleitung |
9 |
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|
Wo steht Deutschland? |
11 |
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|
Inklusion ohne Behinderung?! |
15 |
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Der internationale Blick |
20 |
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|
Ausblick |
25 |
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|
Literatur |
26 |
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|
Inklusive Politik und Praxis im internationalen Vergleich |
30 |
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1 Einleitung: Zur Geschichte des Begriffs Inklusion |
31 |
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|
2 Fünf nationale Skizzen |
35 |
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3 Die Diversität der inklusiven Idee zwischen sektoriellem und inklusivem Verständnis |
42 |
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|
Literatur |
46 |
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Der Begriff „Behinderung“ im Rechtsvergleich: UN-BRK, EU-Recht,Deutschland und ausgewählte Länder der EU |
50 |
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1 Einleitung |
51 |
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2 UN-BRK |
52 |
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3 Behinderung im Europarecht |
53 |
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4 Behinderung im deutschen Recht |
56 |
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5 Behinderung in ausgewählten Mitgliedsstaaten der EU |
66 |
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6 Zusammenfassung |
72 |
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|
Literatur |
73 |
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Teil II Strategien und Entwicklungen |
76 |
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Ein Vergleich der Frühförderung in Schweden und Deutschland: Die Bedeutung der Partizipation in der Frühförderung – das Kind als Auftraggeber seiner eigenen Förderung?! |
77 |
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1 Einleitung |
78 |
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|
2 Vorstellung der Einrichtungen |
80 |
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3 Auftrag der Frühförderung/Habilitation |
83 |
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4 Fazit |
95 |
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5 Literatur |
97 |
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Co-teaching in inclusive primary schooleducation in Finland |
101 |
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1 Inclusive education in Finland |
101 |
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2 Co-teaching in Finland |
107 |
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3 Classes of intensified support in Leikari school |
108 |
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4 Conclusions |
115 |
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Inclusive education in Sweden and social representations |
120 |
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Introduction |
120 |
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Inclusive education in the Swedish context |
121 |
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A school for all |
122 |
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Contested concepts |
124 |
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Research on inclusive education |
125 |
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Social representation theory |
128 |
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Objectification and anchoring |
129 |
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Research on social representations |
131 |
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References |
136 |
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Policy and Practice towards Inclusion –From Historical Roots to Future Perspectives towards Inclusive Education |
140 |
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|
Introduction |
141 |
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A school for all: Historical roots |
141 |
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What became of the school for all in the development of the unified school? |
144 |
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The 1960s and the turn towards the school for all |
147 |
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Current Norwegian national educational system |
150 |
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Between principles and practice |
153 |
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Future Perspectives towards Inclusive Education |
156 |
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Conclusion |
158 |
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References |
158 |
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Institutional structures of inclusive Child Care and Schools in Poland |
163 |
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1 Polish national legislation |
163 |
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2 Inclusion in Poland – results of research conducted in 2010 |
167 |
|
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3 Reforms concerning inclusive education in Poland |
169 |
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|
References |
175 |
|
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Success Factors and (unintended) Consequences of Inclusive Education in the United States – Implications for the German Context |
176 |
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Introduction |
177 |
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Historical Context and Legislation toward Inclusion in the United States |
178 |
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Key Success Factors |
182 |
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Teacher Attitudes |
182 |
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Role of principals |
183 |
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Interdisciplinary Teamwork |
183 |
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(Unintended) Consequences for Schools and Teachers |
184 |
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Increases in Special Needs Diagnoses and in Public Spending |
184 |
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Ballooning |
185 |
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Blurring of professional identities |
185 |
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Educational Triage & Teaching to the Test |
186 |
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Implications for the implementation of inclusive education in Germany |
187 |
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Increased Special Needs Diagnosis and Increased Spending |
188 |
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Ballooning |
189 |
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Blurring of Professional Identities |
190 |
|
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Educational triage & teaching to the test |
190 |
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|
Conclusion |
192 |
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References |
193 |
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Work inclusion: A goal enriching society |
199 |
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|
Introduction |
200 |
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Inclusion in Italy: A story to look forward |
201 |
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The major pitfalls to a possible, decent and meaningful working life |
203 |
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Life design and career construction: An essential premise for rich careeridentities |
205 |
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Toward supportive and inclusive work contexts for all |
209 |
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Let’s take advantage of new technologies! |
212 |
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Conclusion |
215 |
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References |
217 |
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Internationale Modelle beruflicherInklusion von Menschen mitBehinderung |
222 |
|
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Einleitung |
223 |
|
|
Bedeutung einer weitergehenden beruflichen Inklusion |
225 |
|
|
Vorteile für Menschen mit Behinderung |
225 |
|
|
Vorteile für Unternehmen |
226 |
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Die Rolle des Personalmanagements für eine erfolgreiche beruflicheInklusion |
228 |
|
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Rekrutierung |
228 |
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Fallbeispiel Dow Chemicals: Bewerbertraining (Michigan und Zürich) |
229 |
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Karrieremanagement und Weiterbildung |
230 |
|
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Führung und Kultur |
232 |
|
|
Literatur |
234 |
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|
Authors |
236 |
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