Using children's drawings to explore barriers to inclusion in Cyprus

Annita Eliadou

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

Abstract

This introductory chapter outlines the rationale for using co-operative, evidence-based approaches of the sort illustrated in the subsequent three parts of the book. In so doing, it draws on the experiences and findings of some 15 years of research carried out by staff and students at the University of Manchester. This research has shown how processes of social learning, stimulated by inquiry, can foster a greater capacity for responding to learner diversity. Collaboration and the use of evidence as a means of stimulating experimentation are seen as key strategies for moving such processes in a more inclusive direction.

Original languageEnglish
Title of host publicationResponding to Diversity in Schools
Subtitle of host publicationAn Inquiry-Based Approach
PublisherRoutledge Taylor & Francis Group
Pages19-31
Number of pages13
ISBN (Print)0203843401, 9780203843406
DOIs
Publication statusPublished - 12 Sept 2010

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