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Differentiated Teaching Practices of Physics in Inclusion Classes for Students With Learning Disabilities
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Author(s): Panagiotis F. Papalexopoulos (University of Thessaly, Greece & University of Nicosia, Greece), Vasia Karra (University of Athens, Greece), Theodoros Karakasidis (University of Thessaly, Greece)and Denis Vavougios (University of Thessaly, Greece)
Copyright: 2024
Pages: 17
Source title:
Childhood Developmental Language Disorders: Role of Inclusion, Families, and Professionals
Source Author(s)/Editor(s): Dimitra Katsarou (University of the Aegean, Greece)
DOI: 10.4018/979-8-3693-1982-6.ch003
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Abstract
In this chapter the authors present the educational framework that they believe the lower secondary school teacher of an inclusion class in Greece should know in order to help his/her students integrate into the physics class. This chapter will describe the legislative framework concerning the operation of the inclusion classes, the principles of differentiated pedagogy that can be exploited when teaching students with learning difficulties, the current and pilot physics curriculum, and present differentiated teaching practices in physics.
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