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Creating Inclusive Classrooms : Effective and Reflective Practices (with MyEducationLab),9780131381230
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Creating Inclusive Classrooms : Effective and Reflective Practices (with MyEducationLab)

by
Edition:
7th
ISBN13:

9780131381230

ISBN10:
0131381237
Format:
Package
Pub. Date:
2/11/2010
Publisher(s):
Pearson

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What version or edition is this?
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Summary

Creating an inclusive classroom means understanding federal legislation as well as national and state standards, but the practical and streamlined seventh edition of Creating Inclusive Classrooms: Effective and Reflective Practicesrecognizes that it means more than that. This text goes beyond the typical inclusion text, translating theory and research into practices you can use in your inclusive classroom by illustrating the principles of effective inclusion through classroom scenarios, online footage, and#xA0;successful strategies. The text has the most current vision of today#x19;s inclusive classroom, which truly helps you create a successful educational experience for all students. #xA0; New to This Edition: NEW! UDL and Youfeatures throughout the text guide you in understanding and implementing the principles of universal design to help all learnersaccess the general education curriculum and succeed in inclusive classrooms. NEW! MyEducationLabnotes throughout chapters direct you to online learning experiences and examples of best practices that use video footage and IRIS simulations to illustrate chapter concepts. Updated and Reconsidered! What Would You Do in Today#x19;s Diverse Classroom?features integrate interactive online learning experiences from MyEducationLab into each chapter. These end of chapter features take you online to see inclusive classrooms, then ask you to apply what you#x19;ve learned in the chapter to the situations. NEW! Up to date coverage of Response to Intervention (RtI)is introduced early in the text and picked up with specific classroom guidance in Chapter 12. #xA0; Expanded and latest researchon universal design for learning (UDL), autism spectrum disorders, co-teaching arrangements, instructional technology, differentiating instruction, Positive Behavioral Supports, student diversity and motivation, fostering students#x19; literacy and mathematics learning, research-based teaching strategies, assessing and grading students in inclusive classrooms, teaching and testing accommodations,#xA0;building social relationshipsand implementing IEPs in inclusive classrooms.

Author Biography

A former teacher in the New York City School System, Spencer J. Salend is a professor at the State University of New York at New Paltz. He is the author of the books, Creating Inclusive Classrooms: Effective and Reflective Practices (Pearson Education), and Classroom Testing and Assessments for ALL Students: Beyond Standardization (Corwin Press). He has published and presented widely on such topics as inclusion, educational assessment, and students from culturally and linguistically diverse backgrounds. In recognition of the significance of his research and its benefits to others, he was selected as a recipient of the State University of New York’s Faculty Scholar Award and the Chancellor’s Research Recognition Award.

Table of Contents

Part 1: Understanding the Foundations and Fundamentals of Inclusion

1. Understanding Inclusion

2. Understanding the Diverse Educational Strengths and Challenges of Students with Disabilities

3. Understanding the Diverse Educational Strengths and Challenges of Students Who Challenge Schools

 

Part 2: 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 3: Differentiating Instruction for All Students

8. Differentiating Instruction for Diverse Learners

9. Differentiating Large- and Small-Group Instruction

10. Differentiating Reading, Writing, and Spelling Instruction

11. Differentiating Mathematics, Science, and Social Studies Instruction

 

Part 4: Evaluating Individual and Programmatic Progress

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

 



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