Transdisciplinary Teaching in Inclusive Schools: Promoting Transdisciplinary Education for Learners with Special Needs (Transdisciplinary Perspectives in Educational Research, 8)

This book offers opportunities for better understanding teachers’ unique challenges when planning teaching sessions for learners with special needs, based on the transdisciplinary approach. The work also presents some of the core learning strategies teachers may incorporate into their teaching processes in order to promote transdisciplinary learning among learners with special needs. From a theoretical perspective, this book discusses a variety of advantages and disadvantages transdisciplinary educators may encounter, and promotes educators' development of their own vision of this area. Although the concept of special needs is often over-generalized, this book relates to the most common types of special needs among learners who study in inclusive schools: learners from different cultural background, learners with Attention Deficit Hyperactive Disability (ADHD), learners with Autism Spectrum Disorder (ASD), and learners with sensory or motor challenges. A special chapter is dedicatedto each of those groups in order to closely examine how teachers can teach those learners according to the transdisciplinary approach in practice, in inclusive classrooms. While each chapter presents different perspectives of learners with special needs, the book’s summary integrates them all and highlights the commonalities between the various needs. Preface References Acknowledgements Contents About the Author List of Figures List of Tables Chapter 1: Transdisciplinary Teaching: Main Concepts and Perspectives 1.1 Transdisciplinary and Intra-disciplinary Approaches 1.2 Advantages of Transdisciplinary Teaching 1.2.1 Overall Adaptation of School Systems to the Dynamic Changes in the World 1.2.2 Learners ́ Communication and Social Skills Development 1.2.3 Cognitive and Emotional Development of All Learners 1.2.4 Transdisciplinary Teachers ́ Professional Development 1.3 Challenges of Transdisciplinary Teaching 1.4 Education Challenges and Transdisciplinary Teaching in an Era of Continuous Change 1.5 The Role of the Family in Children ́s Development and Transdisciplinary-Inclusive Environment 1.6 Summary Chapter 2: Thinking Skills, Mediation for Thinking Development and Transdisciplinary Teaching 2.1 Transdisciplinary Teaching and Mediation 2.2 Teacher Education and Mediation for Thinking Development 2.3 Summary Chapter 3: Transdisciplinary Teaching for Learners with Attention Deficit Hyperactivity Disorder (ADHD) 3.1 Attention Deficit Hyperactivity Disorder (ADHD) 3.2 Diagnosis of ADHD 3.3 Treatments of ADHD 3.4 Inclusion of Learners with ADHD in Schools 3.5 Advantages of Transdisciplinary Teaching Learners with ADHD 3.6 Challenges of Transdisciplinary Teaching Learners with ADHD 3.7 Practical Transdisciplinary Teaching Strategies for Learners with ADHD 3.8 Implementing the 12 Parameters of Mediation with Learners with ADHD in Transdisciplinary Inclusive Schools 3.9 Summary and Possible Implementations of Figs. 3.1 and 3.2 for Planning and Conducting Transdisciplinary Learning While Inc... 3.10 Main Learning Topic 3.10.1 The Learners with ADHD 3.10.2 The Transdisciplinary Teachers 3.10.3 The Colleagues (Partners in the Transdisciplinary Teaching) 3.10.4 Educational and Social Goals and Teaching Strategies Chapter 4: Transdisciplinary Teaching for Learners with Autism Spectrum Disorder (ASD) 4.1 Autism Spectrum Disorder (ASD) 4.2 Inclusion of Learners with ASD 4.3 Advantages of Inclusion of Learners with ASD in Transdisciplinary Schools 4.4 Challenges of Inclusion of Learners with ASD in Transdisciplinary Schools 4.5 Practical Transdisciplinary Teaching Strategies for Learners with ASD 4.6 Implementing the 12 Parameters of Mediation Among Learners with ASD in Transdisciplinary Inclusive Schools 4.7 Summary and Possible Implementations of Figs. 4.1 and 4.2 for Planning and Conducting Transdisciplinary Learning While Med... 4.8 Main Learning Topic 4.8.1 The Learners with ASD 4.8.2 The Transdisciplinary Teachers 4.8.3 The Colleagues (Partners in the Transdisciplinary Teaching) 4.8.4 Educational and Social Goals and Teaching Strategies Chapter 5: Transdisciplinary Teaching for Learners with Sensory Impairments and Challenges 5.1 Vision Impairments 5.1.1 Inclusion of Learners with Vision Impairments 5.1.2 Advantages of Transdisciplinary Teaching Learners with Vision Challenges 5.1.3 Challenges of Transdisciplinary Teaching Learners with Vision Challenges 5.1.4 Practical Transdisciplinary Teaching Strategies for Learners with Vision Challenges 5.2 Hearing Impairments 5.2.1 Inclusion of Learners with Hearing Impairments 5.2.2 Advantages of Transdisciplinary Teaching Learners with Hearing Challenges 5.2.3 Challenges of Transdisciplinary Teaching Learners with Hearing Challenges 5.2.4 Practical Transdisciplinary Teaching Strategies for Learners with Hearing Challenges 5.3 Implementing the 12 Parameters of Mediation with Learners with Vision and Hearing Challenges 5.4 Summary and Possible Implementations of Figs. 5.1 and 5.2 for Planning and Conducting Transdisciplinary Learning while Med... 5.5 Main Learning Topic 5.5.1 The Learners with Hearing and Vision Impairment 5.5.2 The Transdisciplinary Teachers 5.5.3 The Colleagues (Partners in the Transdisciplinary Teaching) 5.5.4 Educational and Social Goals and Teaching Strategies Chapter 6: Transdisciplinary Teaching in Intercultural Learning Communities 6.1 Intercultural Education 6.2 Interculturalism and Thinking Development 6.3 Intercultural Education, Inclusion and Transdisciplinary Teaching 6.4 Advantages of Transdisciplinary Teaching in Intercultural Schools 6.5 Challenges of Transdisciplinary Teaching in Intercultural Schools 6.6 Practical Transdisciplinary Teaching Strategies in Intercultural Schools 6.7 Implementing the 12 Parameters of Mediation in Intercultural Schools 6.8 Summary and Possible Implementations of Figs. 6.1 and 6.2 for Planning and Conducting Transdisciplinary Learning While Med... 6.9 Main Learning Topic 6.9.1 The Learners (From the Perspective of Their Cultural Background) 6.9.2 The Transdisciplinary Teachers 6.9.3 The Colleagues (Partners in the Transdisciplinary Teaching) 6.9.4 Educational and Social Goals and Teaching Strategies Chapter 7: Summary References This book offers opportunities for better understanding teachers unique challenges when planning teaching sessions for learners with special needs, based on the transdisciplinary approach. The work also presents some of the core learning strategies teachers may incorporate into their teaching processes in order to promote transdisciplinary learning among learners with special needs.From a theoretical perspective, this book discusses a variety of advantages and disadvantages transdisciplinary educators may encounter, and promotes educators' development of their own vision of this area. Although the concept of special needs is often over-generalized, this book relates to the most common types of special needs among learners who study in inclusive learners from different cultural background, learners with Attention Deficit Hyperactive Disability (ADHD), learners with Autism Spectrum Disorder (ASD), and learners with sensory or motor challenges. A special chapter is dedicated to each of those groups in order to closely examine how teachers can teach those learners according to the transdisciplinary approach in practice, in inclusive classrooms. While each chapter presents different perspectives of learners with special needs, the books summary integrates them all and highlights the commonalities between the various needs.