Inclusion and Special Needs Education for Immigrant Students in the Nordic Countries
Herausgeber: Sundqvist, Christel; Hanssen, Natallia Bahdanovich; Harju-Luukkainen, Heidi
Inclusion and Special Needs Education for Immigrant Students in the Nordic Countries
Herausgeber: Sundqvist, Christel; Hanssen, Natallia Bahdanovich; Harju-Luukkainen, Heidi
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Inclusion for immigrant students with special educational needs (SEN) is a neglected area of research. This edited volume addresses this problem, providing up to date insights into the provided support and special needs education (SNE) for immigrant students in different contexts of the Nordic countries.
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Inclusion for immigrant students with special educational needs (SEN) is a neglected area of research. This edited volume addresses this problem, providing up to date insights into the provided support and special needs education (SNE) for immigrant students in different contexts of the Nordic countries.
Produktdetails
- Produktdetails
- Verlag: Taylor & Francis Ltd
- Seitenzahl: 298
- Erscheinungstermin: 1. Dezember 2023
- Englisch
- Abmessung: 158mm x 235mm x 26mm
- Gewicht: 490g
- ISBN-13: 9781032355900
- ISBN-10: 1032355905
- Artikelnr.: 68715254
- Verlag: Taylor & Francis Ltd
- Seitenzahl: 298
- Erscheinungstermin: 1. Dezember 2023
- Englisch
- Abmessung: 158mm x 235mm x 26mm
- Gewicht: 490g
- ISBN-13: 9781032355900
- ISBN-10: 1032355905
- Artikelnr.: 68715254
Natallia Bahdanovich Hanssen is a professor in special needs education at Nord University in Bodø, Norway. Her research interests include special needs education, inclusive education, comparative studies, developmental language disorders, music and special educational needs practices. Heidi Harju-Luukkainen (University of Jyväskylä and Nord University) holds a Ph.D. in education, special education teacher qualification, and a qualification in leadership and management from Finland. She has published more than 270 international books, journal articles, and reports as well as worked on more than 40 projects globally. Her research areas are special needs education, early childhood education, justice in education, and international student assessments. Christel Sundqvist is an associate professor and senior university lecturer in special needs education at Åbo Akademi University, Finland. Her research interests include inclusive education with a special focus on the special education teacher's professional role, multi-professional collaboration, and consultation in special needs education.
1. Introduction to Inclusion and Special Needs Education for Immigrant
Students in the Nordic Countries; 2. Towards inclusive language education
for immigrant students in Norwegian schools: a translanguaging-driven
perspective; 3. Inclusion of Newly Arrived Migrant Students in Norwegian
Schools: An Investigation of Different Introductory Models for Language
Learning and Inclusion; 4. Assessing developmental language disorder in
bilingual immigrant children: The case of morphological knowledge and
executive functions; 5. "Then we had to analyse a picture" - blind
immigrant student in upper secondary school; 6. Transformative leadership
for inclusion and special needs education for immigrant students; 7. At the
intersection of ethnicity and special educational needs. Findings from a
longitudinal study in Finland ; 8. "First, you must speak good Finnish."
Adult immigrants' descriptions of the actants supporting and hindering
their inclusion in education and work in Finland; 9. Inclusion and special
needs support for immigrant students in Finland; 10. Embodiment,
creativity, and cultural sensitivity: including children' productions and
perspectives in the evaluation of their educational needs; 11. A scoping
review on inclusion of immigrant children and families in Nordic Early
Childhood Education; 12. The professional role of special needs educators
in Sweden related to special support and development of learning
environments for immigrant students; 13. Deaf, diverse and denied: Insights
and challenges in responding to the educational and linguistic human rights
of deaf immigrant students; 14. School(s) for all?: Inclusion, special
education and multilingualism at the intersection of disability and
migration in Sweden; 15. Teachers' perspectives on additional support for
immigrant students in Icelandic schools; 16. Inclusion and special needs
education for immigrant students in the Nordic countries - What are the
lessons?
Students in the Nordic Countries; 2. Towards inclusive language education
for immigrant students in Norwegian schools: a translanguaging-driven
perspective; 3. Inclusion of Newly Arrived Migrant Students in Norwegian
Schools: An Investigation of Different Introductory Models for Language
Learning and Inclusion; 4. Assessing developmental language disorder in
bilingual immigrant children: The case of morphological knowledge and
executive functions; 5. "Then we had to analyse a picture" - blind
immigrant student in upper secondary school; 6. Transformative leadership
for inclusion and special needs education for immigrant students; 7. At the
intersection of ethnicity and special educational needs. Findings from a
longitudinal study in Finland ; 8. "First, you must speak good Finnish."
Adult immigrants' descriptions of the actants supporting and hindering
their inclusion in education and work in Finland; 9. Inclusion and special
needs support for immigrant students in Finland; 10. Embodiment,
creativity, and cultural sensitivity: including children' productions and
perspectives in the evaluation of their educational needs; 11. A scoping
review on inclusion of immigrant children and families in Nordic Early
Childhood Education; 12. The professional role of special needs educators
in Sweden related to special support and development of learning
environments for immigrant students; 13. Deaf, diverse and denied: Insights
and challenges in responding to the educational and linguistic human rights
of deaf immigrant students; 14. School(s) for all?: Inclusion, special
education and multilingualism at the intersection of disability and
migration in Sweden; 15. Teachers' perspectives on additional support for
immigrant students in Icelandic schools; 16. Inclusion and special needs
education for immigrant students in the Nordic countries - What are the
lessons?
1. Introduction to Inclusion and Special Needs Education for Immigrant
Students in the Nordic Countries; 2. Towards inclusive language education
for immigrant students in Norwegian schools: a translanguaging-driven
perspective; 3. Inclusion of Newly Arrived Migrant Students in Norwegian
Schools: An Investigation of Different Introductory Models for Language
Learning and Inclusion; 4. Assessing developmental language disorder in
bilingual immigrant children: The case of morphological knowledge and
executive functions; 5. "Then we had to analyse a picture" - blind
immigrant student in upper secondary school; 6. Transformative leadership
for inclusion and special needs education for immigrant students; 7. At the
intersection of ethnicity and special educational needs. Findings from a
longitudinal study in Finland ; 8. "First, you must speak good Finnish."
Adult immigrants' descriptions of the actants supporting and hindering
their inclusion in education and work in Finland; 9. Inclusion and special
needs support for immigrant students in Finland; 10. Embodiment,
creativity, and cultural sensitivity: including children' productions and
perspectives in the evaluation of their educational needs; 11. A scoping
review on inclusion of immigrant children and families in Nordic Early
Childhood Education; 12. The professional role of special needs educators
in Sweden related to special support and development of learning
environments for immigrant students; 13. Deaf, diverse and denied: Insights
and challenges in responding to the educational and linguistic human rights
of deaf immigrant students; 14. School(s) for all?: Inclusion, special
education and multilingualism at the intersection of disability and
migration in Sweden; 15. Teachers' perspectives on additional support for
immigrant students in Icelandic schools; 16. Inclusion and special needs
education for immigrant students in the Nordic countries - What are the
lessons?
Students in the Nordic Countries; 2. Towards inclusive language education
for immigrant students in Norwegian schools: a translanguaging-driven
perspective; 3. Inclusion of Newly Arrived Migrant Students in Norwegian
Schools: An Investigation of Different Introductory Models for Language
Learning and Inclusion; 4. Assessing developmental language disorder in
bilingual immigrant children: The case of morphological knowledge and
executive functions; 5. "Then we had to analyse a picture" - blind
immigrant student in upper secondary school; 6. Transformative leadership
for inclusion and special needs education for immigrant students; 7. At the
intersection of ethnicity and special educational needs. Findings from a
longitudinal study in Finland ; 8. "First, you must speak good Finnish."
Adult immigrants' descriptions of the actants supporting and hindering
their inclusion in education and work in Finland; 9. Inclusion and special
needs support for immigrant students in Finland; 10. Embodiment,
creativity, and cultural sensitivity: including children' productions and
perspectives in the evaluation of their educational needs; 11. A scoping
review on inclusion of immigrant children and families in Nordic Early
Childhood Education; 12. The professional role of special needs educators
in Sweden related to special support and development of learning
environments for immigrant students; 13. Deaf, diverse and denied: Insights
and challenges in responding to the educational and linguistic human rights
of deaf immigrant students; 14. School(s) for all?: Inclusion, special
education and multilingualism at the intersection of disability and
migration in Sweden; 15. Teachers' perspectives on additional support for
immigrant students in Icelandic schools; 16. Inclusion and special needs
education for immigrant students in the Nordic countries - What are the
lessons?