INCLUSIVE EDUCATION AND SPECIAL TOPICS: REDUCING LABELING WITH GUIDES TO DESIGN AND REALIZE INCLUSIVE TEACHING. A LITERATURE FOCUS

Vasiliki Ioannidi, Konstantinos D. Malafantis

Abstract


The purpose of the article is to contribute to the debate on inclusive education from the point of view of labeling - reducing stigma and labeling in the school. The materials of the article can be useful for classroom teachers and school educators in working with children with disabilities and special educational needs (SEN). The article discusses the implications of this brief literature review’s data for future research on inclusive education and inclusive teaching. The emphasis is on the profile of the inclusive teacher and on the concept of universal design for learning in the classroom (UDL). The implementation of inclusive education creates challenges for classroom teachers who have to meet the learning styles of students with and without special educational needs (SEN). Further, the aim of this review is to present a focused analysis of consideration of the inclusive education about UDL and to contribute to teacher training.

 

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Keywords


inclusive education, labeling, inclusive teaching, inclusive teacher, universal design for learning, inclusion, special needs, disability, socio-educational model, human rights

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References


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DOI: http://dx.doi.org/10.46827/ejae.v7i2.4488

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