Inclusion in Mozambique: a case study on a cooperative learning intervention / La inclusion en Mozambique: un estudio de casos sobre una intervencion de aprendizaje cooperativo
Само за регистроване кориснике
2016
Чланак у часопису (Објављена верзија)
Метаподаци
Приказ свих података о документуАпстракт
Illiteracy is one of the main obstacles preventing a country from overcoming poverty. The Mozambican government's recent efforts aim to guarantee education for all its citizens, including those with disabilities, in order to reach both cognitive and social skills which maximize their growth and development. This paper offers a complex analysis of a case study dealing with an intervention based on a cooperative learning approach for the inclusion of students with special education needs (SEN) in a class of a secondary high school in Maputo city. A clinical and qualitative perspective is adopted in reporting the data, attempting to analyse the organizational, psychosocial, relational and emotional dimensions. Some reflections are provided which refer to key factors which could affect the sustainability of good inclusive practices over time.
Кључне речи:
inclusion / special education needs / Mozambique / cooperative learning / disabilityИзвор:
Cultura Y Educacion, 2016, 28, 1, 42-71Издавач:
- Routledge Journals, Taylor & Francis Ltd, Abingdon
Финансирање / пројекти:
- Development Cooperation of the Italian Foreign Affairs Ministry under the PRETEP project - Support to Technical and Professional Training System in Mozambique [8095, EDU-2006-0002]
DOI: 10.1080/11356405.2015.1120447
ISSN: 1135-6405
WoS: 000372022400002
Scopus: 2-s2.0-84960877249
Институција/група
rFASPERTY - JOUR AU - Langher, Viviana AU - Ricci, Maria E. AU - Propersi, Flaminia AU - Glumbić, Nenad AU - Caputo, Andrea PY - 2016 UR - http://rfasper.fasper.bg.ac.rs/handle/123456789/979 AB - Illiteracy is one of the main obstacles preventing a country from overcoming poverty. The Mozambican government's recent efforts aim to guarantee education for all its citizens, including those with disabilities, in order to reach both cognitive and social skills which maximize their growth and development. This paper offers a complex analysis of a case study dealing with an intervention based on a cooperative learning approach for the inclusion of students with special education needs (SEN) in a class of a secondary high school in Maputo city. A clinical and qualitative perspective is adopted in reporting the data, attempting to analyse the organizational, psychosocial, relational and emotional dimensions. Some reflections are provided which refer to key factors which could affect the sustainability of good inclusive practices over time. PB - Routledge Journals, Taylor & Francis Ltd, Abingdon T2 - Cultura Y Educacion T1 - Inclusion in Mozambique: a case study on a cooperative learning intervention / La inclusion en Mozambique: un estudio de casos sobre una intervencion de aprendizaje cooperativo EP - 71 IS - 1 SP - 42 VL - 28 DO - 10.1080/11356405.2015.1120447 ER -
@article{ author = "Langher, Viviana and Ricci, Maria E. and Propersi, Flaminia and Glumbić, Nenad and Caputo, Andrea", year = "2016", abstract = "Illiteracy is one of the main obstacles preventing a country from overcoming poverty. The Mozambican government's recent efforts aim to guarantee education for all its citizens, including those with disabilities, in order to reach both cognitive and social skills which maximize their growth and development. This paper offers a complex analysis of a case study dealing with an intervention based on a cooperative learning approach for the inclusion of students with special education needs (SEN) in a class of a secondary high school in Maputo city. A clinical and qualitative perspective is adopted in reporting the data, attempting to analyse the organizational, psychosocial, relational and emotional dimensions. Some reflections are provided which refer to key factors which could affect the sustainability of good inclusive practices over time.", publisher = "Routledge Journals, Taylor & Francis Ltd, Abingdon", journal = "Cultura Y Educacion", title = "Inclusion in Mozambique: a case study on a cooperative learning intervention / La inclusion en Mozambique: un estudio de casos sobre una intervencion de aprendizaje cooperativo", pages = "71-42", number = "1", volume = "28", doi = "10.1080/11356405.2015.1120447" }
Langher, V., Ricci, M. E., Propersi, F., Glumbić, N.,& Caputo, A.. (2016). Inclusion in Mozambique: a case study on a cooperative learning intervention / La inclusion en Mozambique: un estudio de casos sobre una intervencion de aprendizaje cooperativo. in Cultura Y Educacion Routledge Journals, Taylor & Francis Ltd, Abingdon., 28(1), 42-71. https://doi.org/10.1080/11356405.2015.1120447
Langher V, Ricci ME, Propersi F, Glumbić N, Caputo A. Inclusion in Mozambique: a case study on a cooperative learning intervention / La inclusion en Mozambique: un estudio de casos sobre una intervencion de aprendizaje cooperativo. in Cultura Y Educacion. 2016;28(1):42-71. doi:10.1080/11356405.2015.1120447 .
Langher, Viviana, Ricci, Maria E., Propersi, Flaminia, Glumbić, Nenad, Caputo, Andrea, "Inclusion in Mozambique: a case study on a cooperative learning intervention / La inclusion en Mozambique: un estudio de casos sobre una intervencion de aprendizaje cooperativo" in Cultura Y Educacion, 28, no. 1 (2016):42-71, https://doi.org/10.1080/11356405.2015.1120447 . .