on Orders of $25 or more*
|Get your books quickly and easily... and pay nothing for shipping. Just order $25 or more and standard shipping is on us (excludes Marketplace and Rental offerings).|
|$3.99 flat rate|
|UPS 2nd Day Air*||$11.99 flat rate|
|UPS Next Day Air*||$19.98 flat rate|
* Not available for PO boxes and APO/FPO
** Saturday delivery is only available in certain areas. UPS standard rates apply.
*** Separate shipping rates apply for bulk orders
Edition/Copyright: 4TH 01
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.
Principle #l: Effective inclusion improves the educational system for all students by placing them together in general education classrooms--regardless of their learning ability, race, linguistic ability, economic status, gender, learning style, ethnicity, cultural background, religion, family structure, and sexual orientation. Inherent in the concept of inclusion is the recognition of the need to individualize the educational system for all students. The result can be an educational system that is more able to accommodate and respond to the individual needs of all students. Thus, changes in the educational system designed to facilitate effective inclusion also benefit all students, teachers, families, ancillary support personnel, and administrators.
Principle #2: Effective inclusion involves sensitivity to and acceptance of individual needs and differences. Educators cannot teach students without looking at the various factors that have shaped and will continue to shape their students and make them unique. Therefore, since race, linguistic ability, gender, economic status, and learning ability interact to create a complex amalgam that affects academic performance and socialization, educators, students, and family members must be sensitive to and accepting of individual needs and differences. Educators also must be willing to modify attitudes, instructional techniques, curriculum, and models of family involvement to address and accommodate these needs. Our ability to redefine the mainstream to include the unique needs and differences of students and their families, as well as incorporate their varied visions, voices, and contributions, is critical in expanding the educational, social, and cultural base of our educational system and promoting effective inclusion programs.
Principle # 3: Effective inclusion requires reflective educators to modify their attitudes, teaching and classroom management practices, and curricula to accommodate individual needs. Success at creating inclusive classrooms depends on the ability of educators to become effective and reflective practitioners who are able to think critically about their values, beliefs, and practices. They continually engage in self-improvement by reflecting upon and evaluating the impact of their actions on students, families, and other professionals and refining their teaching practices and curricula to facilitate the learning of all students. Therefore, in addition to providing you with effective practices and examples of their use in inclusive settings, the book contains several innovative pedagogical features designed to help you develop your
skill as a reflective practitioner.
Principle # 4: Effective inclusion is a group effort which involves collaboration among educators, other professionals, students, families, and community agencies. When these groups work together, the likelihood for effective inclusion is increased. Thus, the book outlines the roles and responsibilities of educators, families, students with disabilities and their peers, and community agencies to promote effective inclusion programs, and offers strategies for integrating these roles so that individuals work collaboratively and communicate regularly.
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.
NEW ADDITIONS 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.
This book is a result of the collaborative efforts of my students, colleagues, friends, and relatives. The book is an outgrowth of many ideas I learned from students at Woodlawn Junior High School (Buffalo, New York) and Public School 76 (Bronx, New York), colleagues from PS 76-George Bonnici, Nydia Figueroa-Torres, Jean Gee, and Jean Barber-and colleagues at the University of Kentucky, and the State University of New York at New Paltz. Much of the information in this book was learned through interactions with teachers, administrators, and students in the Easton (Pennsylvania) Area School District and the New Paltz (New York) School District, who both welcomed me and shared their experiences. Many of the examples and vignettes are based on the experiences of my students at the State University of New York at New Paltz. I truly value my colleagues and students, who continue to educate me and add to my appreciation of the remarkable dedication and skill of teachers.
I also want to acknowledge my students, colleagues, and friends who provided support and guidance throughout all stages of the book. I especially want to recognize Lee Bell, John Boyd, Meenakshi Gajria, Judy Dorney Luis Garrido, Charleen Gottschalk, Margaret Gutierrez, Karen Giek, Mark Metzger, Bob Michael, Jean Mumper, Helen Musumeci, Kathy Pike, Sarah Ryan, Robin Smith, Lorraine Taylor, Margaret Wade-Lewis, Halee Vang, and Catharine Whittaker for supporting and inspiring me throughout the process. My deepest appreciation also goes to Laurel Garrick Duhaney for preparing the innovative
instructor's manual that accompanies this book and to Connie D'Alessandro for her invaluable assistance in coordinating various aspects of the book.
This book would not have been possible without the efforts and skills of Gianna Marsella, who provided me with the professional and emotional support needed to enhance many aspects of the book. Her subtle and at times direct prodding helped me to create a more readable, practically-oriented, and pedagogically sound book. I also appreciate the work of Ann Davis, Pat Grogg, Helen Greenberg, and Sheryl Langner. I also am grateful to the following reviewers: Marie Brand, New York University; Frederick J. Bartelheim, University of Northern Colorado; Jim Burns, The College of St. Rose (NY); Moon K. Chang, Alabama State University; Younghee M. Kim, Oregon State University; Rori R. Carson, Eastern Illinois University;
Robert J. Evans, Marshall University; Robert W Ortiz, New Mexico State University; Colleen Shea Stump, San Francisco State University; and Qaisar Sultana, Eastern Kentucky University. Their thoughtful and professional comments helped to shape and improve the book.
I want to dedicate this book to Suzanne Salend, my collaborator in life, Jack Salend, my son, and Madison Salend, my granddaughter, in recognition of their love, spirit, intelligence, encouragement, strength, and passion. They have taught me how to accept and grow from a challenge. I hope that this book will help you accept and grow from the challenge of creating inclusive classrooms for all students.
PART ONE: UNDERSTANDING THE FOUNDATIONS AND FUNDAMENTALS OF INCLUSION.
1. Understanding Inclusion.
2. Understanding the Diverse Educational Needs of Students with Disabilities.
3. Understanding the Diverse Educational Needs of Learners Who Challenge Schools.
PART TWO: 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 Friendship.
6. Creating Successful Transitions to Inclusive Settings.
7. Creating a Classroom Environment that Promotes Positive Behavior.
PART THREE: DIFFERENTIATING INSTRUCTION FOR ALL STUDENTS.
8. Differentiating Instruction for Diverse Learners.
9. Differentiating Large- and Small-Group Instruction for Diverse Learners.
10. Differentiating Reading, Writing, and Spelling Instruction.
11. Differentiating Mathematics, Science, and Social Studies Instruction.
PART FOUR: EVALUATING INDIVIDUAL AND PROGRAMMATIC PROGRESS.
12. Evaluating Student Progress and the Effectiveness of Your Inclusion Program.
Get Free Shipping on orders over $25 (not including Rental and Marketplace). Order arrives in 5-10 business days.
Need it faster?
We offer fast, flat-rate expedited shipping options.
|Sell it back by:|
|Guaranteed cash back:|
|Cost of this book|
after cash back:
Take advantage of Guaranteed Cash Back. Send your book to us in good condition before the end of the buyback period, we'll send YOU a check, and you'll pay less for your textbooks!
When you're done with this book, sell it back to Textbooks.com. In addition to the best possible buyback price, you'll get an extra 10% cash back just for being a customer.
We buy good-condition used textbooks year 'round, 24/7. No matter where you bought it, Textbooks.com will buy your textbooks for the most cash.
Being online is not required for reading an eTextbook after successfully downloading it. You must only be connected to the Internet duringthe download process.
What is the Marketplace?
It's another way for you to get the right price on the books you need. We approved every Marketplace vendor to sell their books on Textbooks.com, so you know they're all reliable.
What are Marketplace shipping options?
Marketplace items do not qualify for free shipping. When ordering from the Marketplace, please specify whether you want the seller to send your book Standard ($3.99/item) or Express ($6.99/item). To get free shipping over $25, just order directly from Textbooks.com instead of through the Marketplace.
FREE UPS 2nd Day Air TermsRental and Marketplace items are excluded. Offer is valid from 1/21/2013 12:00PM to 1/23/2013 11:59AM CST. Your order must be placed by 12 Noon CST to be processed on the same day. Minimum order value is $100.00 excluding Rental and Marketplace items. To redeem this offer, select "FREE UPS 2ND DAY AIR" at checkout. Offer not is not valid on previous orders.