Creating Inclusive Classrooms: Effective and Reflective Practices for all Students

Salend, Spencer J.

ISBN 10: 0131408135 / ISBN 13: 9780131408135

Edité par Pearson College Div, 2004

A propos de cet article

Item in very good condition! Textbooks may not include supplemental items i.e. CDs, access codes etc. N° de réf. du vendeur 00075462208

Détails bibliographiques

Titre : Creating Inclusive Classrooms: Effective and...

Éditeur : Pearson College Div

Date d'édition : 2004

Reliure : Couverture souple

Etat : Very Good

Edition : 5ème Édition

A propos de ce titre

Synopsis :

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.

Quatrième de couverture:

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.