How is inclusion defined on the early childhood level in China, Germany and the UK: a systematic literature review-Reference-Cited by-同舟云学术

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How is inclusion defined on the early childhood level in China, Germany and the UK: a systematic literature review

Published:2024-08-08 Issue: Volume: Page:1-20
ISSN:0966-9760
Container-title:International Journal of Early Years Education
language:en
Short-container-title:International Journal of Early Years Education

Author:

Tan Run¹^ORCID,Devarakonda Chandrika²^ORCID,Rothe Antje³^ORCID

Affiliation:

1. Department of Empirical Educational Research, University of Konstanz, Konstanz, Germany

2. Faculty of Education and Children’s Services, University of Chester, Chester, UK

3. Special Education Department, Leibniz University Hanover, Hanover, Germany

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/09669760.2024.2368041

Reference56 articles.

1. Improving Schools, Developing Inclusion

2. Albers Timm. 2011. “Mittendrin Statt Nur Dabei.” Inklusion in Krippe Und Kindergarten. München.

3. Chinese Inclusive Education: The Past, Present, and Future

4. A review of the values that underpin the structure of an education system and its approach to disability and inclusion

5. Artiles, A. J., and Alan Dyson. 2005. “Inclusive Education in the Globalization Age.” In Contextualizing Inclusive Education: Evaluating Old and New International Perspectives, edited by D. Mitchell, 37–62. Abingdon, Oxfordshire: Routledge.

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