Inclusion as a (New) Priority for Educational Psychology?

Thomas Szulevicz; Lene Tanggaard

doi:10.1007/978-3-319-44266-2_3

Inclusion as a (New) Priority for Educational Psychology?

Thomas Szulevicz^*, Lene Tanggaard

^*Corresponding author for this work

Research output: Contribution to book/anthology/report/conference proceeding › Book chapter › Research › peer-review

Abstract

As described in the historical outline in Chap. 1, inclusion takes up a considerable part of educational psychology work today. This chapter is therefore dedicated to an examination of inclusion in relation to educational psychology practice.

Original language	English
Title of host publication	Educational Psychology Practice : A New Theoretical Framework
Number of pages	14
Publisher	Springer Nature
Publication date	1 Jan 2017
Pages	35-48
DOIs	https://doi.org/10.1007/978-3-319-44266-2_3
Publication status	Published - 1 Jan 2017

Series	Cultural Psychology of Education
Volume	4
ISSN	2364-6780

Keywords

Educational Psychologist
Educational Scientist
Inclusion Effort
Lower Secondary School
Pedagogical Reality

Access to Document

10.1007/978-3-319-44266-2_3

AUB Link

Search for the material in Aalborg University Library's search engine

Cite this

@inbook{10d87b6e7d8a441c942811af8e0bfb12,

title = "Inclusion as a (New) Priority for Educational Psychology?",

abstract = "As described in the historical outline in Chap. 1, inclusion takes up a considerable part of educational psychology work today. This chapter is therefore dedicated to an examination of inclusion in relation to educational psychology practice.",

keywords = "Educational Psychologist, Educational Scientist, Inclusion Effort, Lower Secondary School, Pedagogical Reality",

author = "Thomas Szulevicz and Lene Tanggaard",

year = "2017",

month = jan,

day = "1",

doi = "10.1007/978-3-319-44266-2_3",

language = "English",

series = "Cultural Psychology of Education",

publisher = "Springer Nature",

pages = "35--48",