5. Inclusion, special support needs

Scientific Evidence Platform 5. Inclusion, special support needs

Interactive groups accelerate learning and promote social cohesion also in secondary education
Proposals to force “vulnerable” children to spread out create racism and failure, not inclusion
Segregation of students does not lead to educational improvement
Children with autism spectrum disorder benefit from interactive learning environments
Interactive Learning Environments favoured by secure relationships and high quality learning, make possible a true inclusion of students with learning disabilities
When educational laws do not take into consideration scientific evidence, they do not help teachers in the full development of inclusive education
School redistribution policies of immigrant students promote xenophobia

Chinese (Simplified)

Chinese (Traditional)

Kurdish (Kurmanji)

Myanmar (Burmese)

Scottish Gaelic