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IUNESCO; Inclusión y equidad en educación
| dc.contributor.author | Vera Casares, Juan Antonio | |
| dc.date.accessioned | 2026-01-14T10:01:32Z | |
| dc.date.available | 2026-01-14T10:01:32Z | |
| dc.date.issued | 2019 | |
| dc.identifier.citation | ISBN 9788417979058 depósito Legal: SE-2079-2019 | es_ES |
| dc.identifier.uri | https://hdl.handle.net/10481/109667 | |
| dc.description | Bibliografía: Ainscow, M. 2006. Towards a more inclusive education system: where next for special schools? R. Cigman (ed.), Included or Excluded? The challenge of the Mainstream for Some SEN Children. Londres, Routledge. Deppeler, J. y Ainscow, M. 2016. Using inquiry-based approaches for equitable school improvement. School Effectiveness and School Improvement, Vol. 27, No. 1, pp. 1–6. Dyson, A., Howes, A. y Roberts, B. 2004. What do we really know about inclusive schools? A systematic review of the research evidence. D. Mitchell (ed.), Special Educational Needs and Inclusive Education: Major Themes in Education. Londres, Routledge Florian, L., Black-Hawkins, K., y Rouse, M. 2016. Achievement and Inclusion in Schools, 2nd edn. Londres, Routledge Hart, S., Dixon, A., Drummond, M.J. y McIntyre, D. 2004. Learning without Limits. Maidenhead, Open University. Hawes, H. 1988. Child-to-Child: Another Path to Learning. Hamburg, UNESCO Institute for Education. Huberman, M. 1993. The model of the independent artisan in teachers’ professional relationships. J.W. Little and M.W. McLaughlin (eds), Teachers’ Work: Individuals, Colleagues and Contexts. Nueva York, Teachers College Press. Johnson, D.W. y Johnson, R. 1989. Learning Together and Alone: Cooperative, Competitive, and Individualistic Learning. Boston, MA, Allyn & Bacon. Messiou, K. y Ainscow, M. 2015. Engaging with the views of students: a catalyst for powerful teacher development? Teacher and Teacher Education Teaching and Teacher Education, Vol. 5, No. 2, October 2015, pp. 246–255. Miles, S. 2002. Family Action for Inclusion in Education. Manchester, Enabling Education Network. Muijs, D., Ainscow, M., Chapman, C. y West, M. 2011. Collaboration and Networking in Education. Londres, Springer. Takala, M., Pirttimaa, R. y Tormane, M. 2009. Inclusive special education: the role of special education teachers in Finland. British Educational Journal of Special Education, Vol. 36, No. 3, pp. 162–172. Udvari-Solnar, A. 1996. Theoretical influences on the establishment of inclusive practices. Cambridge Journal of Education, Vol. 26, No. 10, pp. 101–120. UNESCO. 2001. Entender y atender las necesidades especiales en la escuela integrada. París, UNESCO. UNESCO. 2009. Directrices sobre políticas de inclusión en la educación. París, UNESCO. UNESCO. 2014. The Right to Education: Law and Policy Review Guidelines. París, UNESCO. UNESCO. 2015a. A Teacher’s Guide on the Prevention of Violent Extremism. París, UNESCO. UNESCO. 2015b. Educación 2030 Declaración de Incheon y Marco de Acción. París, UNESCO. UNESCO. 2015c. Informe de Seguimiento de la EPT en el Mundo, 2015. La Educación para Todos 2000-2015: Logros y Desafíos. París, UNESCO. UNESCO. 2015d. Educación para la ciudadanía mundial: temas y objetivos de aprendizaje. París, UNESCO. UNESCO. 2016. Education for people and planet: Creating Sustainable Futures for All. Global Education Monitoring report. Paris, UNESCO. UNESCO Oficina Internacional de Educación. 2016. Reaching Out to All Learners: A Resource Pack for Supporting Inclusive Education. Geneva, UNESCO OIE. Wiliam, D. 2011. Embedded Formative Assessment. Bloomington, Solution Tree Press. | es_ES |
| dc.language.iso | spa | es_ES |
| dc.publisher | Mc Graw Hill | es_ES |
| dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 Internacional | * |
| dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | * |
| dc.title | IUNESCO; Inclusión y equidad en educación | es_ES |
| dc.type | book part | es_ES |
| dc.rights.accessRights | embargoed access | es_ES |
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