Creating Inclusive Classrooms: Effective and Reflective Practices for All Students (5th Edition)

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9780131408135: Creating Inclusive Classrooms: Effective and Reflective Practices for All Students (5th Edition)

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.

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From the Back Cover:

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:
  • Principles of effective inclusion as a framework for the text. The following principles are integrated into each chapter and demonstrate that inclusion is not just a government mandate, but a principled philosophy for reflective and effective teaching for all students:
    • all learners and equal access;
    • individual strengths and needs;
    • reflective practices and differentiated instruction; and
    • community and collaboration.
  • Classroom-based examples and case studies of teachers implementing effective inclusive educational practices. These examples and cases are integrated throughout the chapter narrative and with the CD-ROM that accompanies the text.
  • Inclusive Classrooms: Video Cases on CD-ROM. This new CD-ROM provides access to living classroom examples of teaching and learning strategies for inclusion. Each video case (4 cases) depicts scenarios that clearly show the impact of inclusion on supporting students with challenging behaviors (preschool), classroom climate (elementary), assessment and planning (middle), and partial participation and cooperative (earning (secondary).
  • Using Technology to Promote Inclusion. A new feature that uses a variety of formats to present issues, strategies, and resources for using technology to help students gain access to and succeed in inclusive classrooms.
  • The integration of CEC, PRAXIS, and INTASC professional standards. Each chapter summary demonstrates where chapter content aligns with these standards.

Excerpt. © Reprinted by permission. All rights reserved.:

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

Content Coverage

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:

  • A section on IDEA (immediately following the Preface) that contains the latest information on the Individuals with Disabilities Education Act (IDEA) and how this law will affect classroom teachers. More elementary and secondary classroom examples presented in each chapter.
  • New content related to diversity, collaboration, and technology integrated into each chapter.
  • New figures in Chapter 1—the first contrasts inclusion and mainstreaming and the second compares the IDEA and Section 504 and information on the No Child Left Behind Act.
  • A broader and more detailed discussion of the special education identification process, and guidelines for developing IEPs and implementing them in inclusive settings in Chapter 2. Chapter 2 also includes current information about students with high-incidence and low-incidence disabilities, and strategies for helping them access and succeed in the general education curriculum.
  • In Chapter 3, additional information related to educating students who are gifted and talented as well as the latest research and programs on differentiating cultural and language differences from learning problems and teaching students from culturally and linguistically diverse backgrounds.
  • An expanded discussion of effective communication and teaming skills, person-centered planning, cooperative teaching, professional development, advocating for students and their families, and communicating with families in Chapter 4.
  • Expanded coverage on strategies and resources for facilitating an acceptance of individual differences and friendships between your students, including ways you can instill inclusive values in students, and specific activities to foster religious diversity and a global perspective, and to deal with issues of fairness and insensitive acts in Chapter 5.
  • Chapter 6 now contains additional and updated coverage on generalization, self-advocacy, postsecondary options, and self-determination to help students make the transition to inclusive settings.
  • New and expanded sections on building relationships with and among students, teaching social skills, positive behavioral supports, and bullying prevention strategies and programs in Chapter 7.
  • Revisions and updates to Chapters 8, 9, 10, and 11 include the latest on differentiating instruction, motivating students (see Chapter 9), using technology to support student learning, and using research-based strategies for teaching various content areas and fostering students' literacy development (see Chapter 10).
  • Updated sections in Chapter 12 that offer you information and sample assessment devices to evaluate the success of your inclusion program. In addition, this chapter also provides you with new information on grading students, using instructional rubrics, testing accommodations, diploma options, and test-taking skills which can assist you in helping students perform at their optimal levels on standardized and high-stakes testing.

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:

  • Chapter-opening focus questions that serve as advance organizers and provide a structure for the chapter content;
  • Chapter-opening vignettes of a student or teacher, or both, that depict the issues discussed within the chapter;
  • Classroom-based examples and case studies of teachers implementing effective inclusive educational practices in their classrooms;
  • Ideas for Implementation that offer practical examples of the application of techniques in the book that are effective for all students educated in inclusive classrooms; and
  • Examples of effective elementary and secondary teaching practices within the text of each chapter.
  • Resource margin notes that provide you with additional information and resources related to the material in the book;
  • Summaries at the end of each chapter that address the chapter heading questions are designed to help you review the main points of each chapter, and provide links to the CEC, PRAXIS, and INTASC professional standards (a complete listing of the CEC, PRAXIS, and INTASC standards referred to in the text can be found on the Companion Website);

This textbook also contains several new and updated features designed to introduce you to content about technology and foster your use of technology, including:

  • CD-ROM video cases, an innovative and new feature in all chapters, that provide examples of teachers and students engaged in activities that depict s...

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