| Issue |
SHS Web Conf.
Volume 37, 2017
ERPA International Congresses on Education 2017 (ERPA 2017)
|
|
|---|---|---|
| Article Number | 01005 | |
| Number of page(s) | 6 | |
| DOI | https://doi.org/10.1051/shsconf/20173701005 | |
| Published online | 14 August 2017 | |
Alternative teaching practices for inclusive education
University of Huelva, Faculty of Educational Sciences, March 3 Avenue, 21071 Huelva, Spain
a Corresponding author: celia.corchuelo@dedu.uhu.es; carmen.cejudo@dedu.uhu.es
The research that we carried out in this article tries to demonstrate how the good practices that the teachers of the Second Chance Schools have in their centers (significant learning, propinquity and support) are effective pedagogical tools to reduce rates of school failure and dropout and, in other cases, to eliminate those two hurdles that the education system has and which is exacerbated in certain social contexts. Basically, this research is articulated in a theoretical framework, a research process or methodological framework, results from that research and the establishment of conclusions.
Key words: Inclusive education / alternative teaching / teachers
© The Authors, published by EDP Sciences, 2017
This is an Open Access article distributed under the terms of the Creative Commons Attribution License 4.0, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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