Institut Spezielle Pädagogik und Psychologie

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Auflistung Institut Spezielle Pädagogik und Psychologie nach Autor:in "Alves, Ines"

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    Publikation
    An international systematic review of the ICF and Education. Comparisons from German, Portuguese, Italian, Spanish, Chinese, and South African publications
    (23.08.2022) Maxwell, Gregor; Alves, Ines; Proyer, Michelle; Zahnd, Raphael; Moretti, Marta; Kang, Lin-Ju
    This study is the outcome of a systematic literature review on the use of the International Classification of Functioning Disability and Health (World Health Organisation, 2001, ICF) and its Children and Youth version (World Health Organisation, 2007, ICF-CY) in the field of education and specifically education for children with disabilities, special educational needs and those requiring additional support in school. In 2010 Moretti, Alves, and Maxwell (Maxwell et al, 2012; Moretti et al., 2012) carried out a similar ground-breaking review and set the scene for how the ICF is used in the education field. In the intervening decade much has developed with the ICF and it is time for another measure of the situation. Throughout this paper we will refer the “ICF” as both the ICF (2001) and the ICF-CY (2007), unless otherwise specifically indicated.
    06 - Präsentation
  • Vorschaubild nicht verfügbar
    Publikation
    An international systematic review of the ICF and Education. Comparisons from German, Portuguese, Italian, Spanish, Chinese, and South African publications
    (04.09.2023) Maxwell, Gregor; Alves, Ines; Moretti, Marta; Proyer, Michelle; Zahnd, Raphael; Soliz, Patricia; Ferrari, Mattia; Rocha, André; Kang, Lin-Ju; Shi, Linjun; Naude, Alida; Bornman, Juan
    The presented study is the outcome of a systematic literature review on the use of the International Classification of Functioning Disability and Health (World Health Organisation, 2001, ICF) and its Children and Youth version (World Health Organisation, 2007, ICF-CY) in the field of education and specifically education for children with disabilities, special educational needs and those requiring additional support in school.
    06 - Präsentation
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    Publikation
    Inclusive Education... What are we really talking about? A 10 country reflection
    (04.09.2023) Evans, David; Wang, Yuchen; Teija, Koskela; Ehrenberg, Kathrin; Óskarsdóttir, Edda; Dey, Donna; Alves, Ines; Camedda, Donatella; Simon Rueda, Cecilia; Zahnd, Raphael [in: Comparative takes on inclusion]
    06 - Präsentation
  • Vorschaubild nicht verfügbar
    Publikation
    New comparisons. Methodological approaches to comparing multi-language data from an international systematic review of the ICF and education
    (24.08.2023) Maxwell, Gregor; Alves, Ines; Moretti, Marta; Proyer, Michelle; Zahnd, Raphael; Soliz, Patricia
    This paper explores new boundaries relating to comparisons of German, Portuguese, Italian, Spanish, Chinese, and South African publications in a systematic literature review of research publications related to the International Classification of Functioning, Disability and Health (World Health Organisation, 2001, ICF) and education. New ground-breaking methodological approaches are required when comparing multi-language data from an international systematic review, similarly there are practical issues when working globally relating to cross-cultural understandings, work practices and time-zones.
    06 - Präsentation
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    Publikation
    Teacher education for inclusion. International trends
    (28.08.2024) Vlachou, Anastasia; Priestly, Andrea; Jovanovic Milanovic, Olja; Zahnd, Raphael; Babbie, Shannon; Saether, Elin; Alves, Ines; Proyer, Michelle; Rustamova, Sevinj; Herrera-Seda, Constanza; Symeonidou, Simoni; Spandagou, Ilektra
    This 2-part panel will bring together colleagues to reflect on teacher education for inclusion in 12 coun-try contexts: Australia, Austria, Azerbaijan, Chile, Cyprus, Greece, Norway, Portugal, Scotland, Serbia, Switzerland, and USA. Educating teachers that are prepared to teach diverse student populations is one of the big challenges of present times. This can be to some extent explained by the challenges experienced by teachers linked to student diversity and the international push to develop education systems that include all learners. According to Forlin (2010), TE for inclusion is a way of ensuring that teachers are prepared to teach in classrooms with diverse student populations. Livingston (2020) considers that the role and re-sponsibility of TE ‘in developing inclusive education that enables every teacher to meet the needs of all our young people’, still needs to be explored.
    06 - Präsentation