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Inclusief onderwijs kan je definiëren als onderwijs dat voor ieder kind - wat ook zijn prestatieniveau of graad van moeilijkheden - toegankelijk is dank zij aanpassingen aan de individuele behoeften. Het biedt de nodige ondersteuning in een gewone onderwijsomgeving. Kinderen met leermoeilijkheden doen zoveel mogelijk les- en andere activiteiten samen met andere kinderen. Cognitief onderwijs betekent een onderwijs dat de basiscognitieve vaardigheden activeert die nodig zijn bij het leren van schoolse, sociale, motorische, artistieke en emotionele vaardigheden, met de bedoeling de capaciteit te bevorderen om te leren hoe te leren. Het inclusie-principe vertalen naar de praktijk verloopt vaak moeizaam. Toch werden in verschillende Europese scholen al mooie resultaten geboekt. Het boek beschrijft een aantal inclusie-initiatieven en hun resultaten en geeft concrete adviezen voor de implementatie van een inclusie-beleid. Op de bijhorende DVD staan videobeelden uit de praktijk en interviews. Dit boek bundelt de belangrijkste realisaties van het In-clues network, een Europees onderzoeksproject rond inclusie en cognitieve educatie. This booklet with DVD, brings together the most important works of the INCLUES Network – a European Network around the theme of inclusive and cognitive education. 

Inclusive education means that no child is excluded from a mainstream school on the ground of being an exception or having special educational needs. In inclusive education, children learn and live together. It is not limited to children with a label of “disability” but also extends to children, often with a poor socio-economic background, deprived of proper educational support, who tend to be at risk of educational failure. Many of these children have a poor development of learning skills and basic cognitive functions. Therefore the “cognitive” goal of the IN-CLUES Network is to promote ways to reinforce basic learning prerequisites – while at the same time being well aware that this in itself needs an affective climate fostering acceptance of difference, feelings of competence and learning challenges. Also teachers have special educational needs: the need to change their minds and to be able to deal with so large differences. 

Realizing inclusive & cognitive education involves work on many levels: families, schools, counsellors, teachers, teacher trainers, assessing psychologists, and policy and decision makers. Despite the discourse on inclusion as a human right to belong, despite laws and fi nancial stimuli in some countries, there was (and still is) a lot of hesitation, practical ignorance or many times resistance against inclusive education. Teachers lack a proper preparation and sometimes do not know what to do. Systems of in-service counselling and training are lacking. Assessment methods are obsolete. Proper content is lacking: how to work with a concrete child, with particular difficulties and challenges, in a group with widely varying learning differences. Yet, in all European countries, whether well-established or in a beginning phase, there are examples of good practice. 

This booklet contains recommendations on what the conditions are for a good implementation of inclusive education; what are essential aspects of an inclusive teacher training and what are the conditions of a good programme which activates basic learning prerequisites of children. 

The accompanying DVD contains a wealth of materials: videos and presentations of examples of good practice of inclusive and cognitive education from several countries, papers and presentations, about such widely varying subjects as behaviour management, mathematics education, parent counselling, dynamic assessment and cognitive activation, teacher training and implementation of inclusive education.

Cognitive psychology --- Orthopedagogics --- cognitieve ontwikkeling --- GON (geïntegreerd onderwijs) --- #KVHB:Inclusief onderwijs --- 464 --- inclusief onderwijs --- leerproblemen --- orthopedagogiek --- zorgverbreding --- 454.23 --- Gelijke onderwijskansen(GOK) --- Inclusief onderwijs --- Zorgverbreding --- 450.42 --- Gelijke onderwijskansen (GOK) --- kinderen met leerproblemen --- Didactische principes --- Onderwijssociologie --- Contains audio-visual material --- Buitengewoon onderwijs --- Cognitieve opvoeding --- Gelijke onderwijskansen --- Provincie West-Vlaanderen --- implementatie

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Developmental psychology

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Human medicine

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Cognitive psychology --- Orthopedagogics --- Psychiatry