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Creating Inclusive Classrooms / With CD

Creating Inclusive Classrooms / With CD - 5th edition

ISBN13: 978-0131408135

Cover of Creating Inclusive Classrooms / With CD 5TH 05 (ISBN 978-0131408135)
ISBN13: 978-0131408135
ISBN10: 0131408135
Edition: 5TH 05
Copyright: 2005
Publisher: Merrill Education/Prentice Hall
Published: 2005
International: No

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Creating Inclusive Classrooms / With CD - 5TH 05 edition

ISBN13: 978-0131408135

Spencer Salend

ISBN13: 978-0131408135
ISBN10: 0131408135
Edition: 5TH 05
Copyright: 2005
Publisher: Merrill Education/Prentice Hall
Published: 2005
International: No
Summary

For introductory 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 for 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.

Features

  • NEW - An accompanying CD-ROM of video cases depicting the impact of inclusion on supporting students with challenging behaviors, classroom climate, assessment and planning, and partial participation and cooperative learning--Links to the CD-ROM are embedded in the text and margins of every chapter.
    • Illustrates text-approved strategies and practices in real classrooms with real learners and teachers--lets students "visit" preK-12 classrooms while enhancing their own learning.
  • NEW - Using Technology to Promote Inclusion feature in every chapter--Presents issues, strategies, and techniques for making technology accessible to all students.
    • Familiarizes students with current information on available technology in a variety of formats and settings.
  • NEW - Integration of CEC, PRAXIS, and INSTASC professional standards--End-of-chapter summaries address the main points in the chapter and align the chapter content with CEC, PRAXIS, and INSTASC standards.
    • Supports learning by helping students identify and review the chapter's main points--ensures they understand what the education field expects of well-trained teachers.
  • NEW - A supplement insert in the text on the Individuals with Disabilities Education Act (IDEA)--Complete with a legal uplink on the companion Web site.
    • Augments coverage with direct access to the most current information (at the time of text publication) on the mandates of this legislation.
  • NEW - Thorough updating of content throughout the text--Especially in the areas of differentiating instruction, motivating pupils, fostering literacy skills, research-based teaching, and implementing IEPs in general education classrooms.
    • Ensures readers the benefit of the most current thinking in the field.
  • Special "reflective" features in every chapter--Reflections on Professional Practice, Reflections on Your Practices, and What Would You Do in Today's Classroom.
    • Promote readers' self-reflection through guided experiences, charts, and classroom vignettes--encourage self-assessment throughout the course.
  • Ideas for Implementation features in every chapter.
    • Translate research into best practice--offer practical suggestions for teaching and providing service to all learners and their families.

Table of Contents

Part I: UNDERSTANDING THE FOUNDATIONS AND FUNDAMENTALS OF INCLUSION.

1. Understanding Inclusion.
2. Understanding the Diverse Educational Strengths and Needs of Students with Disabilities.
3. Understanding the Diverse Educational Strengths and Needs of Learners with Who Challenge Schools.

Part II: CREATING AND INCLUSIVE ENVIRONMENT THAT SUPPORTS LEARNING FOR ALL STUDENTS.

4. Creating Collaborative Relationships and Fostering Communication.
5. Creating an Environment that Fosters Acceptance and Friendships.
6. Creating Successful Transitions to Inclusive Settings.
7. Creating a Classroom Environment that Promotes Positive Behavior.

Part III: 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 IV: EVALUATING INDIVIDUAL AND PROGRAMMATIC PROGRESS.

12. Evaluating Student Progress and the Effectiveness of your Inclusion Program.

Index.

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