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.
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Features of the fourth edition include:
As reflections of society, our nation's schools have historically been challenged to respond to various societal changes and mandates. In 1954 the Supreme Court, in its decision in the case of Brown v. Board of Education, mandated that schools stop segregating students based on race. With passage of the Education for All Handicapped Children Act of 1975 (PL 94-142), now called the Individuals with Disabilities Education Act (IDEA), Congress required our nation's educational system to include students with disabilities. Within the last 20 years, demographic shifts, economic conditions, and changes in the structure of families have challenged schools to meet the needs of a diverse group of students.
The inclusion movement has developed to meet these educational mandates and 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 classroom-based examples and case studies of real situations that educators, students, and family members encounter in inclusive classrooms as well as guidelines, strategies, and procedures that have been used to address these situations to educate all students successfully 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 teaching and providing services to students with diverse learning needs. Because of its focus on instructional procedures and collaboration, the book also can serve as a supplementary text for a course on methods or consultation.
ORGANIZATION AND APPROACH
The book is organized into four parts. Part One includes Chapters 1, 2, and 3 and introduces you to the foundations and fundamentals of inclusion and the challenges of its implementation. Part Two includes Chapters 4, 5, 6, and 7 and provides you with strategies for creating an inclusive environment that supports learning for all students. Part Three includes Chapters 8, 9, 10, and 11 and offers you strategies to differentiate instruction to promote the learning of all students within inclusive educational settings. Part Four 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—diversity, individual needs, reflective practice, 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.
These four principles, along with the incorporation of instructional technology into each chapter, make the book consistent with professional standards for preparing teachers to work in today's diverse classrooms.
A Non-Categorical Approach
The book is also organized to the serve as a model for creating inclusive classrooms for all students. It is meant to facilitate your development of a holistic approach to educating students while focusing on individual needs rather than on global disability characteristics. Thus, it is not separated into chapters by disability category or cultural and linguistic background that imply and focus on the differences that have been used to segregate students from one another. Rather, the book approaches inclusion as an ongoing, dynamic process for all students. Chapter titles and content relate to and address the key factors that contribute to effective and reflective practices for educating all students in inclusive settings. Instead of separate chapters on students with various disabilities or students from culturally and linguistically diverse backgrounds, information and classroom-based examples related to these students as well as other students are integrated and embedded in each chapter. It is also important to note that strategies appropriate for one group of students also can be used with other groups of students.
AND SPECIAL FEATURES
Each chapter has been significantly revised to reflect not only what is happening in the field but also how these changes are affecting educators, students, and families, and the delivery of effective instructional programs to all students. Among the changes you will see are:
Pedagogical Elements and Special Features
Within each chapter are innovative features designed to help you understand, personalize, and reflect upon the content presented in the book. These features include:
Each chapter also contains several new features designed to prompt you to reflect upon and interact with the material presented in the book, including:
This textbook also contains several new features designed to introduce you to content about technology and foster your use of technology, including:
The ancillaries and supplements package for the fourth edition has been expanded considerably. Several new, exciting supplements are now available for students and instructors, and the high-quality supplements that have always been offered with the text have been thoroughly revised and expanded.
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Book Description Prentice Hall, 2000. Book Condition: New. Brand New, Unread Copy in Perfect Condition. A+ Customer Service!. Bookseller Inventory # ABE_book_new_013019073X
Book Description Prentice Hall, 2000. Paperback. Book Condition: New. book. Bookseller Inventory # 013019073X
Book Description Prentice Hall, 2000. Paperback. Book Condition: New. Bookseller Inventory # P11013019073X