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Successful Inclusion Strategies for Secondary and Middle School Teachers: Keys to Help Struggling Learners Access the Curriculum - Softcover
Synopsis
"This is a wonderful and concise presentation of strategies that are useful in any classroom."
Joyce C. Dresser, Middle School Special Needs Teacher
West Tisbury School, West Tisbury, MA
Unlock the doors of learning! Find out what research reveals about teaching students with disabilities.
How do you reach the reluctant learner? There is now powerful research to guide educators in including the student with special needs in the general education classroom.
Successful Inclusion Strategies for Secondary and Middle School Teachers helps teachers access this specific research targeting students with disabilities in middle school and secondary classrooms. Providing a quick resource of research-supported strategies, Gore offers field-tested and teacher-friendly approaches to understanding the levels and stages of learning in students with disabilities. This valuable resource examines the locks that bar access to learning, including:
- Input Locks: problems with attention, perception, discrimination, and sequencing Information
- Processing/Retention Locks: confusion, difficulty with organization, reasoning, memory, and metacognition
- Affective Locks: frustration and motivation problems
- Output Locks: difficulty with persistence and production
"synopsis" may belong to another edition of this title.
About the Author
M. C. (Millie) Gore is Hardin Distinguished Professor in the Special Education Program of the Department of Counseling, Kinesiology, and Special Education at the Gordon T. and Ellen West College of Education at Midwestern State University in Wichita Falls, Texas. She is the author or coauthor of several books, including the Corwin title (with John F. Dowd) Taming the Time Stealers: Tricks of the Trade From Organized Teachers. Gore received undergraduate and master’s degrees from Eastern New Mexico University and a doctorate from the University of Arkansas.
"About this title" may belong to another edition of this title.
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