Creating Inclusive Classrooms : Effective and Reflective Practices for All Students
Creating Inclusive Classrooms : Effective and Reflective Practices for All Students
- ISBN 13:
9780131408135
- ISBN 10:
0131408135
- Edition: 5th
- Format: Paperback
- Copyright: 01/01/2005
- Publisher: Prentice Hall
- Newer Edition
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Summary
The fifth of Creating Inclusive Classrooms: Effective and Reflective Practices for All Students goes beyond the typical inclusion text in its reflective discussions on how to teach students with varying learning abilities. This text contains all of the core information that an inclusion text requires and then takes the reader to a higher level by including issues of gender, race, ethnicity, language, socioeconomic status, and family structures.
Table of Contents
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References | 545 | (44) | |||
Name Index | 589 | (18) | |||
Subject Index | 607 |
Supplemental Materials
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Excerpts
Read moreAs reflections of society, our nation's schools have historically been challenged to respond to various societal changes and mandates. The movement toward inclusion has developed as a dynamic way to meet these educational challenges. However, there is still a considerable gap between theory and practice. This book is intended to fill that gap by keeping the perspectives of teachers, students, and families in mind, and translating current research on inclusion into effective and reflective classroom practices that address and expand the realities of the classroom setting. Within each chapter are numerous text-based and CD-ROM video-based classroom examples and case studies of real situations that educators, students, and family members encounter in inclusive classrooms as well as guidelines, strategies, technology, and procedures that have been used to address these situations to educateall studentssuccessfully in inclusive classrooms. The book is designed to serve as a text for undergraduate, graduate, and in-service courses for teachers, ancillary support personnel, and administrators interested in acquiring the knowledge, skills, and dispositions to educateall learners.Because of its focus on instructional procedures and collaboration, the book also can serve as a supplementary text for a course on instructional methods or consultation. ORGANIZATION AND APPROACH The book is organized into four parts. Part I includes Chapters 1, 2, and 3 and introduces you to the foundations and fundamentals of inclusion and the challenges of its implementation. Part II includes Chapters 4, 5, 6, and 7 and provides you with strategies for creating an inclusive environment that supports learning forall students.Part III includes Chapters 8, 9, 10, and 11 and offers you strategies to differentiate instruction to promote the learning ofall studentswithin inclusive educational settings. Part IV consists of Chapter 12, which offers a framework and specific strategies and resources for evaluating inclusion programs in terms of individual and programmatic progress. A Principled Philosophy The following principles of effective inclusion also provide a framework for this book. These four principles--all learners and equal access, individual strengths and needs and diversity, reflective practices and differentiated instruction,andcommunity and collaboration--are integrated into each chapter of the book and demonstrate that inclusion is not just a government mandate but a principled philosophy of reflective, effective teaching for individualizing the educational system forall students. These four principles, along with the incorporation of diversity and instructional technology into each chapter, make the book consistent with the professional standards for preparing teachers to work in today's diverse classrooms established by the Council for Exceptional Children (CEC), Educational Testing Service (PRAXIS), and the Interstate New Teacher Assessment and Support Consortium (INTASC). The summary questions at the end of each chapter provide you with the alignment of these standards to the content in the book. The principles, content, and innovative pedagogical and technological features also are designed to help you become an effective and reflective practitioner who is able to think critically about your values, beliefs, and practices and to refine your professional practices to facilitate the learning ofall students. A Non-Categorical Approach The book is also organized to serve as a model for creating inclusive classrooms forall students.It is meant to facilitate your development of a holistic approach to educating students while focusing on individual strengths and needs rather than on global disability characteristics. Thus, it is not separated into chapters by disability category or cultural and linguistic background
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