The focus of this paper is on the way teachers, in teams can work with assessing the inclusive practice in their own classes. In 2012 a joint effort between CEPRA, teachers and school administrators from the municipality of Hjørring developed a dialog based model for continually assessing the quality of the learning environment in regard to inclusion – this model draws heavily on the logic and mindset of ECERS (Early child environment program). This article will relate the rationale of the assessment model called “Dialoger om Kvalitet” (dialogues on quality) to LSP’s definition of inclusion, and in this light discuss how theories of learning based on cooperative learning can show the potential of the tool from both teacher and student perspectives.
|Status||Udgivet - 2014|
|Begivenhed||NERA: NERA 2014 - Lillehammer, Norge|
Varighed: 5 mar. 2014 → 7 mar. 2014
|Periode||05/03/14 → 07/03/14|