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首页> 外文期刊>Nordic Journal of Studies in Educational Policy >Use of evidence to promote inclusive education development commentary on Mel Ainscow. Promoting inclusion and equity in education: lessons from international experiences
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Use of evidence to promote inclusive education development commentary on Mel Ainscow. Promoting inclusion and equity in education: lessons from international experiences

机译：用证据促进梅尔Ainscow的包容性教育发展评论。促进纳入和股权教育：国际经验的经验教训

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In his essay, Mel Ainscow looks at inclusion and equity from an international perspective and makes suggestions on how to develop inclusive education in a ‘whole-system approach’. After discussing different conceptions of inclusion and equity, he describes international policies which address them. From this international macro-level, Ainscow zooms in to the meso-level of the school and its immediate environment, defining dimensions to be considered for an inclusive school development. One of these dimensions is the ‘use of evidence’. In my comment, I want to focus on this dimension and discuss its scope and the potential to apply it in inclusive education development. As a first and important precondition, Ainscow explains that different circumstances lead to different linguistic uses of the term ‘inclusive education’. Thus, the term ‘inclusive education’ does not refer to an identical set of objectives across countries, and neither does the term ‘equity’.
机译：在他的论文中，Mel Ainscow从国际角度看待包容和权益，并提出了关于如何以“全系统方法”的方式发展包容性教育的建议。在讨论了不同的包容性和股权概念之后，他描述了解决它们的国际政策。从这个国际宏观级别，Ainscow缩小到学校的中间级及其直接环境，定义尺寸被认为是一个包容性学校的发展。其中一个维度是“使用证据”。在我的评论中，我想专注于这一维度，并讨论其范围，潜力将其应用于包容性教育发展中。作为第一和重要的前提，Ainscow解释说不同的情况导致了“包容性教育”一词的不同语言用途。因此，“包容性教育”一词并没有提到各国的相同目标，并且术语“股权”一词也不是。

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