Summary

Over the last two decades, both the transdisciplinary teaching approach and the desire of society to include people with special needs to a greater extent have developed through persistent efforts made by educators around the world. While those who push for the implementation of transdisciplinary teaching focus on new methods of teaching and learning, the awareness of the social need to include learners with special needs in mainstream schools has increased as well. Understanding the essential role that well-developed thinking skills play in learners’ lives led to the search for pedagogical methods that might assist educators to promote the development of these skills in class. Thus, beyond the important pedagogical theories, educators also looked for ways to practically implement such methods in different domains of knowledge among all learners. These efforts are also advanced through activities that accelerated social awareness from a variety of perspectives, education studies, scholars’ awareness and legislation. Hence, while each of them has been researched separately, this book derives from my belief that they should be integrated and implemented as one, a belief that has merged as a result of my years of practicing and researching these topics. My unique addition presented in this book is the essential need to integrate mediation procedures that will contribute to everyone’s thinking development, whether or not they are diagnosed with one or more special needs.