SESSION DETAILS
▼ Inclusive Practices & Education for Teachers
MULTIDISCIPLINARY SUPPORT TEAMS FOR INCLUSIVE EDUCATION DURING EMERGENCY ONLINE TEACHING - EXPERIENCES AND PRACTICES ON THE PEDAGOGICAL TRIANGULATIONS FORUM
C. Palmeirão, A. Carneiro
TEACHERS' PERCEPTIONS ABOUT COLLABORATION AND INCLUSION USING A TANGIBLE DIGITAL STORYTELLING TOOL (I-THEATRE) IN PRE-SCHOOL AND PRIMARY EDUCATION: THE INCLUDED PROJECT RESEARCH PILOT STUDY
F. Filosofi, C. Alonso-Campuzano, A. Pasqualotto, G. Iandolo
NOTHING ABOUT US WITHOUT US!
R. Peled, O. Hebel
CAN WE PREPARE OUR STUDENTS TO DEAL WITH UNCERTAINTY IN SCHOOL?
S. Hardof-Jaffe, R. Peled
TEACHER TRAINING FOR TECHNOLOGY-BASED INCLUSIVE EDUCATION
TEACHER TRAINING FOR TECHNOLOGY-BASED INCLUSIVE EDUCATION
N. Mileva, N. Kafadarova, S. Stoyanova-Petrova
A MODEL FOR ACTIVATING TEACHERS FOR RURAL AREAS OF UNDERDEVELOPED COUNTRIES – IMPROVING DISTANCE LEARNING SKILLS
M. Jollands, I. Stupans
AN INCLUSIVE EDUCATION INTERVENTION TRAINING PROGRAM FOR PRE-SERVICE TEACHERS – A PILOT STUDY
M. Tzohar-Rozen, A. Kasirer, R. Peled, O. Hebel
CREATING INCLUSIVE CLASSROOMS: INTERGROUP DIALOGUE IN THE AGE OF COVID-19
K. Foxx
FORI (TRAINING FOR INCLUSION): DIRECT LINE TO SCIENCE
M. Albanese, L. Maniscalco
THE MESSAGES SPECIAL EDUCATION LABELS COMMUNICATE
THE MESSAGES SPECIAL EDUCATION LABELS COMMUNICATE
W. Morrison
INCLUSIVE LEADERSHIP STRATEGIES TO SUSTAIN THE INCLUSIVE PEDAGOGICAL PRACTICES OF PRESERVICE TEACHERS AT A UNIVERSITY OF TECHNOLOGY
J. Palmer, S. Matoti, G. Alexander, E. De Klerk
FEATURES OF EMOTIONAL INTELLIGENCE OF PERSONNEL WORKING WITH CHILDREN WITH DISABILITIES
I. Baranauskienė, A. Kovalenko
DEVELOPING THE COMPETENCES OF PRIMARY SCHOOL TEACHERS THROUGH INCLUSIVE EDUCATION
R. Braslauskiene, I. Klaniene, A. Budreikaite
CHILD-PARENT RELATIONS AS A FACTOR VICTIMIZING ADOLESCENTS WITH DISABILITIES
I. Baranauskienė, A. Kovalenko, O. Verkhovod
INCLUSION ILLUSION: TEACHERS' ATTITUDES TOWARDS INCLUSION OF DISABLED CHILDREN IN WESTERN SIBERIAN SCHOOLS
INCLUSION ILLUSION: TEACHERS' ATTITUDES TOWARDS INCLUSION OF DISABLED CHILDREN IN WESTERN SIBERIAN SCHOOLS
E. Neumoeva-Kolchedantseva, S. Bykov, L. Volosnikova
TRAINING LECTURERS AND STAFF IN HIGHER EDUCATION INSTITUTIONS IN PREPARING ACCESSIBLE AND INCLUSIVE LEARNING EXPERIENCES
B. Fisseler
IMPLEMENTING MUSIC THERAPY INTERVENTIONS TO FACILITATE SOCIAL INCLUSION IN MAINSTREAM SCHOOLS
S. Haering, R. Sweet
RELATIONSHIP FIELDS IN INCLUSIVE EDUCATION - POWER AND HELPLESSNESS: AN OVERVIEW STUDY
RELATIONSHIP FIELDS IN INCLUSIVE EDUCATION - POWER AND HELPLESSNESS: AN OVERVIEW STUDY
L. Nováková, I. Hrubešová, J. Michalík, Z. Haiclová, P. Tomalová
SOCIAL AND PSYCHOLOGICAL WELL-BEING OF STUDENTS IN AN INCLUSIVE EDUCATIONAL ENVIRONMENT
SOCIAL AND PSYCHOLOGICAL WELL-BEING OF STUDENTS IN AN INCLUSIVE EDUCATIONAL ENVIRONMENT
E. Kukuev, I. Patrusheva, L. Volosnikova, L. Fedina
THE DYNAMICS OF MANAGING INCLUSIVITY IN PUBLIC SCHOOLS
THE DYNAMICS OF MANAGING INCLUSIVITY IN PUBLIC SCHOOLS
B. Kafu-Quvane, M.R.S. Magagula
ADAPTATION TO UNIVERSITY AMONG GREEK STUDENTS WITH DISABILITIES
E. Andreou, A. Vlachou, A. Psyllou, M. Saridaki, A. Fyssa
▼ Digital Divide
DEEPENING THE DIGITAL DIVIDE: ONLINE TUTORING AND RACIALIZED STUDENTS DURING THE PANDEMIC
M. Elmi, G.C. Munroe, A. Smajda
THE BAD AND THE UGLY OF COVID-19 IN SOUTH AFRICAN EDUCATION: A CASE OF THE WESTERN CAPE COLOURED COMMUNITY
W. Zaal, L.E. Adams
THE DIGITAL DIVIDE EFFECT ON COMMERCE STUDENTS' TRANSITION TO ONLINE LEARNING: A SOUTH AFRICAN CASE STUDY
U.G. Singh
ACCESSIBILITY OF THE UNIVERSITIES OF THE EUROPEAN UNION IN TIMES OF COVID-19
T. Acosta, S. Luján-Mora
PRIORITISING EDUCATION CONTINUITY FOR THE POOR: WHY ONLINE EDUCATION IS NOT IN FAVOUR OF THE POOR
L.E. Adams
MEDICAL INFORMATION SYSTEMS AND THE COVID 19 PANDEMIC: AN ANALYSIS OF THE DIGITAL DIVIDES’ IMPACT ON HEALTH STATUS OF AFRICAN AMERICAN FAMILIES AND YOUTH
N. Brown, H. Aubrey, T. Clark, K. Anderson, T. Jordan, D. Hill-Eley, H. Swanson, E. Cameron