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.
"synopsis" may belong to another edition of this title.
The fifth edition 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 (earning abilities. This text contains a(( of the core information that an inclusion text requires and then takes the reader to a higher (eve( by including issues of gender, race, ethnicity, language, socioeconomic status, and family structures.Features of the fifth edition include:
As 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 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 acquiring the knowledge, skills, and dispositions to educate all 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 for all students. Part III 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 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, and community 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 for all 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 of all students.
A Non-Categorical Approach
The book is also organized to 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 strengths and 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.
NEW ADDITIONS AND SPECIAL FEATURES
Each chapter has been significantly revised to reflect not only current research on 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, and promote your use of effective practices and instructional technology. These features include:
This textbook also contains several new and updated features designed to introduce you to content about technology and foster your use of technology, including:
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