A Narrative of Disability and Inclusion in Germany: Implications for Trauma-Informed Inclusive Classroom Education in Music

Author:

Henning Ina

Publisher

Springer Nature Singapore

Reference70 articles.

1. Abbott, D. L. (2018). Trauma, disability and the “wounded healer”. Music and Medicine, 10(3), 152–156. https://doi.org/10.47513/mmd.v10i3.616

2. Ahrbeck, B., & Felder, M. (2020). Analysis of barriers to inclusive schools in Germany: Why special education is necessary and not evil. Education Sciences, 10(12), 358. https://doi.org/10.3390/educsci10120358

3. American Trauma Society. (2020). Position statement 2020–01. Racial diversity equity and inclusion. https://www.amtrauma.org/page/RacialDiversityEquityandInclusion2020

4. Anderberg, P. (2005). Making both ends meet. Disabilities Studies Quarterly, 25(3). http://dsq-sds.org/article/view/585/762

5. Ayre, K. (2017, November 22). Child trauma and the challenge of inclusive education. The Aces in Education Blog. https://www.acesconnection.com/g/aces-in-education/blog/child-trauma-and-the-challenge-of-inclusive-education

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