Respecting Profoundly Disabled Learners

Autor/in	Vorhaus, John
Titel	Respecting Profoundly Disabled Learners
Quelle	In: Journal of Philosophy of Education, 40 (2006) 3, S.313-328 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-8249
DOI	10.1111/j.1467-9752.2006.00526.x
Schlagwörter	Stellungnahme; Inclusive Schools; Severe Disabilities; Academic Accommodations (Disabilities); Teaching Methods; Teacher Effectiveness; Educational Environment; Attitudes toward Disabilities; Special Needs Students; Teacher Attitudes; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Inclusive school; Integrative Schule; Severe disability; Schwerbehinderung; Teaching method; Lehrmethode; Unterrichtsmethode; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Sonderpädagogischer Förderbedarf; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	The goal of inclusion is more or less credible depending in part on what it is that learners have in common. I discuss one characteristic that all learners are thought to share, although the learners I am concerned with represent an awkward case for the aspiration of inclusivity. Respect is thought of as something owed to all persons, and I defend the view that this includes persons with profound and multiple learning difficulties and disabilities. I also consider the implications of respecting profoundly disabled learners for teaching and learning, and three aspects in particular: treating the profoundly disabled learner as a person; the close relationship between teaching and caring for a vulnerable learner; and individualised learning as an element of a successful teaching and learning environment. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10