Creating inclusive classrooms : effective and reflective practices for all students
著者
書誌事項
Creating inclusive classrooms : effective and reflective practices for all students
Pearson/Merrill/Prentice Hall, c2005
5th ed
注記
Includes bibliographical references and indexes
System requirements for accompanying CD-ROM: Window 98 or higher/Macintosh
内容説明・目次
内容説明
For courses in Inclusion and/or Mainstreaming.
Rich in K-12 classroom-based narrative and with accompanying video cases highlighting best inclusive practices, this text shows prospective teachers how to become effective and reflective practitioners who can create engaging classrooms for all students. Coverage incorporates all of the core information expected of an inclusion text, then goes beyond the basics to address issues around such "higher-level" topics as gender, race, ethnicity, language, socioeconomics, and family structures. The author advocates a framework of four basic tenets-equal access for all learners, individual strengths and needs, reflective practice and differentiated instruction, and, community and collaboration-which are integrated into every chapter. This framework clearly demonstrates that inclusion is more than a government mandate; it's a principled philosophy for teaching all children.
目次
Part I: UNDERSTANDING THE FOUNDATIONS AND FUNDAMENTALS OF INCLUSION.
1. Understanding Inclusion.
2. Understanding the Diverse Educational Strengths and Needs of Students with Disabilities.
3. Understanding the Diverse Educational Strengths and Needs of Learners with Who Challenge Schools.
Part II: 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 Friendships.
6. Creating Successful Transitions to Inclusive Settings.
7. Creating a Classroom Environment That Promotes Positive Behavior.
Part III: DIFFERENTIATING INSTRUCTION FOR ALL STUDENTS.
8. Differentiating Instruction for Diverse Learners.
9. Differentiating Large- and Small-Group Instruction.
10. Differentiating Reading, Writing, and Spelling Instruction.
11. Differentiating Mathematics, Science, and Social Studies Instruction.
Part IV: EVALUATING INDIVIDUAL AND PROGRAMMATIC PROGRESS.
12. Evaluating Student Progress and the Effectiveness of Your Inclusion Program.
References. Name Index. Subject Index.
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