000			03554nam a2200433Ii 4500
001			9781787141841
003			UtOrBLW
005			20190719105158.0
006			m o d
007			cr un|||||||||
008			171218s2017 enk ob 001 0 eng d
020			_a9781787141841 _q(e-book)
040			_aUtOrBLW _beng _erda _cUtOrBLW
050		4	_aLC220.5 _b.S47 2017
072		7	_aJNFN _2bicssc
072		7	_aEDU048000 _2bisacsh
080			_a376
082	0	4	_a361.37 _223 _223
245	0	0	_aService-learning : _benhancing inclusive education / _cedited by Shane Lavery, Dianne Chambers, Glenda Cain.
264		1	_aBingley, U.K. : _bEmerald Publishing Limited, _c2017.
264		4	_c�2018
300			_a1 online resource (xxii, 269 pages).
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
490	1		_aInternational perspectives on inclusive education, _x1479-3636 ; _vvolume 12
500			_aIncludes index.
504			_aIncludes bibliographical references.
505	0		_aPrelims -- Theoretical perspectives of service-learning for supporting inclusive education -- Primary school service-Learning and inclusion -- Secondary school service-learning and inclusion -- Tertiary service-learning and inclusion -- Index.
520			_aThis book investigates the role of Service Learning in supporting inclusive practice. Specifically, it explores the process of Service Learning and the intersection with inclusion in classroom and community. Special consideration is given to issues of equity, students with disability, those from disadvantaged backgrounds, and students of different cultural and language groups. Service Learning involves students at primary, secondary and tertiary levels actively engaging with schools and the community in service projects, where both students and community benefit. It involves reciprocity between those providing the service and those receiving the service. Students connect with their academic discipline through intentional academic and personal learning goals as a result of structured reflection. The first section of the book embeds Service Learning and inclusive education within a theoretical perspective. Discussions focus on research, practical considerations for developing a Service Learning program, ethics and social capacity of those who are marginalised. The second section reviews Service Learning within a primary/elementary context. Chapter authors discuss how service learning can be embedded into the school environment and how participating student's experiences have shaped classroom and community interactions. The third section describes methods of incorporating Service Learning within a secondary school context. A variety of experiences are examined, along with procedures for successful program development. The fourth and final section focuses on the impact of Service Learning on pre-service teachers' appreciation of inclusivity and social justice issues within inclusive classrooms. Preparation for the practical and professional components of becoming an effective inclusive teacher are described.
650		0	_aService learning.
650		0	_aInclusive education.
700	1		_aLavery, Shane, _eeditor.
700	1		_aChambers, Dianne, _d1970- _eeditor.
700	1		_aCain, Glenda, _eeditor.
776			_z9781787141858
830		0	_aInternational perspectives on inclusive education ; _vv. 12. _x1479-3636
856	4	0	_uhttp://www.emeraldinsight.com/doi/book/10.1108/S1479-3636201712
999			_c506201 _d506136