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Please use this identifier to cite or link to this item: http://hdl.handle.net/1820/6779
Title: Design, development and implementation of inclusive education.
Authors: Mooij, Ton
Smeets, Ed
Keywords: Educational Design
Multilevel Contextual Learning Theory
Design-based Research
Inclusive Education
High Ability Pupils
Pupils with Special Needs
Optimal Education
Double diagnostics
Issue Date: 2006
Citation: Mooij, T., & Smeets, E. (2006). Design, development and implementation of inclusive education. European Educational Research Journal, 5(2), 94-109.
Abstract: In inclusive education different pupils, including pupils with special educational needs and high ability pupils, can be stimulated to learn according to their capacities and potentials. The research question concentrates on the design features of inclusive education that will optimally promote the motivation and learning processes and outcomes of all pupils, and how relevant changes can be developed and implemented in educational practice. A model of guidelines concerning 'multilevel contextual learning theory' was expected to aid in designing psychologically appropriate learning processes and motivating educational, organisational, and managerial characteristics and procedures for all pupils. From 2003 to 2005, a pilot in which researchers and teachers collaborated was carried out in three Dutch pre-schools. Initial findings resulted in the development of a prototype of a pedagogical-didactic kernel or competence structure and a prototype of lnternet-based software. Using these results, the screening of children's entry characteristics by infant day care teachers, parents, and preschool teachers was developed and implemented in practice. Construction and use of diagnostically based instructional, playing, and learning procedures were first based on the screening results. The preschools differed much in rates of development and implementation. It is concluded that the proposed approach to the design, development and implementation of inclusive education that was applied seems promising in realising desired progress with pupils in early educational practice. However, policy and financial support are necessary to make more progress.
URI: http://hdl.handle.net/1820/6779
Appears in Collections:1. LC: Publications and Preprints
1. LC: Publications and Preprints

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