Call for Papers for Special Issue The Nordic experience of inclusive and special education: distinctive and diverse approaches to social and educational values and practices

IF 2.6 3区 教育学 Q1 EDUCATION, SPECIAL European Journal of Special Needs Education Pub Date : 2023-08-03 DOI:10.1080/08856257.2023.2241323
Florian Kiuppis
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Abstract

ABSTRACT This special issue is going to address Nordic conceptions of inclusive and special education. In particular, the issue will explore the potential contribution of theoretical and empirical approaches of Nordic scholarship, including academic work focusing on Nordic approaches from abroad, to the analysis of inclusive and special education. Emphasis will be made on the distinctiveness and diversity of national, regional and local experience of inclusive and special educational production of meaning, theory formation and empirically grounded social science research. The shared goal of the authors is to craft an account of what the imagined ‘Nordic’ model of inclusive and special education entails and to explore ways in which this model and the practice associated with it may have relevance beyond the Nordic community.
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北欧包容性和特殊教育的经验:独特和多样化的社会和教育价值和实践方法
本期特刊将探讨北欧的全纳教育和特殊教育概念。特别是,本期将探讨北欧学术的理论和实证方法的潜在贡献,包括侧重于国外北欧方法的学术工作,对包容性和特殊教育的分析。重点将放在国家、区域和地方的包容性和特殊教育生产意义、理论形成和经验基础的社会科学研究的独特性和多样性上。作者的共同目标是精心构思一个想象中的“北欧”模式的包容性和特殊教育需要什么,并探索这种模式和与之相关的实践可能在北欧社区之外具有相关性的方式。
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来源期刊
CiteScore
6.00
自引率
7.70%
发文量
37
期刊介绍: The European Journal of Special Needs Education reflects the dynamic growth of the theory and practice of special needs education as it is emerging worldwide. Written for teachers and researchers it provides a forum for reporting and reviewing scholarly research and significant developments in the field of special educational needs.
期刊最新文献
The academic achievement gap between students with and without special educational needs and disabilities Empowering parents of students with and without learning difficulties to collaborate with schools: how are family–school partnerships related to parents’ motivational beliefs? Effects of an adapted peer-assisted learning strategies reading programme on reading fluency and reading comprehension of secondary students with or at-risk for reading disabilities Mentalising and self-efficacy – disentangling their impact on well-being and symptom severity in novice special education teachers In Search of Education, Participation and Inclusion: Embrace the Uncertain
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