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Learning Diversity in the Chinese Classroom: Contexts and Practice for Students with Special NeedsLearning Diversity in the Chinese Classroom: Contexts and Practice for Students with Special Needs

Learning Diversity in the Chinese Classroom: Contexts and Practice for Students with Special Needs - Shane N. Phillipson - Bookniverse

Learning Diversity in the Chinese Classroom: Contexts and Practice for Students with Special Needs

Shane N. Phillipson
US $25.60
US $32.00
publisher date
2007/10
|
isbn
9789888052493
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book format
PDF
|
publisher name
香港大學出版社
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About this book

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人文社科 > 教育 > 教育概論/研究
A unique feature of Learning Diversity in the Chinese Classroom is its Chinese context for meeting the educational requirements of children with special needs. At a time when many of the currently available texts in the area have a general perspective, Asian teachers and students have long felt the need for a text that specifically recognizes the local context. Learning Diversity in the Chinese Classroom notes that international trends, including those in many Southeast Asian countries are moving toward inclusive education and special needs, and includes chapters on giftedness, counseling and behavior management. Section 1 of the book describes the context of inclusive education in Asia. Summaries of the special features of the classroom in the region, the conceptions of inclusion and cultural diversity from the perspective of the Asian classroom, and how these are different to the Western classroom are provided. Section 2 focuses on various approaches to meeting the educational and socio-emotional needs of children in the inclusive classroom. The first part is concerned with theoretical underpinnings of the type of need, and the second part describes examples of how a teacher can cater for this type of diversity according to subject, including mathematics, Chinese, English, information technology, and arts. Section 3 widens the perspective and describes a whole-school approach to meeting the educational requirements of children with special needs. A systems approach is taken, whereby the success of the inclusive school is dependent on the functioning of a number of interrelated parts. This section draws from recent case studies which describe the approaches taken by a number of schools that have been successful in implementing inclusive education. Learning Diversity in the Chinese Classroom will appeal to teachers, parents, health professionals who are working with children with special educational needs.

About the author(s)

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Shane N. Phillipson
Shane N. Phillipson is an associate professor at the Hong Kong Institute of Education, where he teaches educational psychology and gifted education. His research interests include educational psychology in cross-cultural contexts, creativity and mathematical thinking, particularly for high ability students.

About the publisher

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香港大學出版社成立於1956年,隸屬於亞洲最具影響力的英語學府——香港大學。出版社每年出版逾三十種新書,且中文書的比例持續增加,現已超過四分之一。憑藉香港獨特的國際地位,香港大學出版社的書籍深入探討、審視並彰顯亞洲在世界中的角色。我們在中國歷史與文化、法律、公共衛生、社會工作、電影與媒體研究、藝術,以及建築與城市規劃等領域的出版物尤為享有盛譽。

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