Creating inclusive classrooms : effective and reflective practices

著者

書誌事項

Creating inclusive classrooms : effective and reflective practices

Spencer J. Salend

Merrill/Prentice Hall, c2001

4th ed

  • : pbk

大学図書館所蔵 件 / 全2件

この図書・雑誌をさがす

注記

"Multimedia edition"--Cover

Includes 1 CD-ROM

Bibliography: p. 453-484

Includes indexes

内容説明・目次

内容説明

This book is best suited for a course on inclusion or mainstreaming. It also may be appropriate for introductory courses in special education, methods courses in special education, and courses on collaboration. Thoroughly revised, Creating Inclusive Classrooms: Effective and Reflective Practices, fourth edition, provides a practical and research-based, non-categorical approach to creating inclusive classrooms for ALL students, regardless of learning ability, gender, socioeconomic status, race, ethnicity, linguistic background, or family structure. Unlike many texts, which focus mainly on including students with physical or mental disabilities, this text focuses on practical strategies for helping teachers create environments where instruction is truly individualized to meet the needs of ALL students who face challenges that might affect their learning. By incorporating the themes of diversity, reflective practice, collaboration and technology, the book is consistent with NCATE and other professional standards for preparing teachers to work in today's diverse classrooms.

目次

PART ONE: UNDERSTANDING THE FOUNDATIONS AND FUNDAMENTALS OF INCLUSION. 1. Understanding Inclusion. 2. Understanding the Diverse Educational Needs of Students with Disabilities. 3. Understanding the Diverse Educational Needs of Learners Who Challenge Schools. PART TWO: CREATING AN INCLUSIVE ENVIRONMENT THAT SUPPORTS LEARNING FOR ALL STUDENTS. 4. Creating Collaborative Relationships and Fostering Communication. 5. Creating an Environment that Fosters Acceptance and Friendship. 6. Creating Successful Transitions to Inclusive Settings. 7. Creating a Classroom Environment that Promotes Positive Behavior. PART THREE: DIFFERENTIATING INSTRUCTION FOR ALL STUDENTS. 8. Differentiating Instruction for Diverse Learners. 9. Differentiating Large- and Small-Group Instruction for Diverse Learners. 10. Differentiating Reading, Writing, and Spelling Instruction. 11. Differentiating Mathematics, Science, and Social Studies Instruction. PART FOUR: EVALUATING INDIVIDUAL AND PROGRAMMATIC PROGRESS. 12. Evaluating Student Progress and the Effectiveness of Your Inclusion Program. References. Author Index. Subject Index.

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