For some of our partners, their core work focuses
explicitly on community schools.
Not exact matches
Explicitly articulating what is truly valued by a
school community and then considering how those values are made manifest in assessments helps ensure that the work stays focused
on what matters (Martin - Kniep, 2016).
It is based
on the assumption that «inclusion» needs to be
explicitly taught if we are to move from a situation in which children with disability are simply present in mainstream
schools, to one in which they are welcomed, valued and enjoy full membership of the
school community.