Research on Classroom Ecologies: Implications for Inclusion of Children With Learning Disabilities

by Speece; Deborah L.

• ISBN13: 9780805818963
• ISBN10: 0805818960
• Edition: 1st
• Format: Hardcover
• Copyright: 1996-04-01
• Publisher: Routledge

Summary

Written during a period of reexamination and change in the field of special education, this book was developed in order to provide a better understanding of the contexts in which children receive their formal education. The movement toward the "least restrictive environment" for the education of children with disabilities is weathering a wave of reinterpretations including mainstreaming, the regular education initiative, and inclusion. While each interpretation has its proponents and critics, limited theory and few data are available to guide these important policy decisions. Focusing specifically on classrooms -- the settings where educators can have the most immediate impact and where research is most needed -- this volume's goals are: * to establish what is known about classroom ecologies from both general and special education perspectives, * to integrate the perspectives of researchers and practitioners, and * to chart directions for further research specifically related to children with learning disabilities. The construct of classroom ecology is defined as three interrelated domains: instruction, teacher and peer interaction, and organization and management. This scheme provides the structure for the book. Taken as a whole, the content of the volume underscores the limits of current knowledge and at the same time provides directions for needed changes in both research and practice.

Table of Contents

Foreword	p. ix
Acknowledgments	p. xi
About the Contributors	p. xiii
Learning Disabilities within the Context of Schooling	p. 1
References	p. 12
Classroom Instruction	p. 15
Current Research on Classroom Instruction: Goals, Teachers' Actions, and Assessment	p. 17
References	p. 35
Research on the Practices and Behavior of Effective Teachers at the Juniper Gardens Children's Project: Implications for the Education of Diverse Learners	p. 39
Acknowledgment	p. 62
References	p. 62
The View from a Montessori Classroom: a Response to AU & Carroll and Greenwood	p. 69
References	p. 79
Models of Classroom Instruction: Implications for Students with Learning Disabilities	p. 81
Acknowledgments	p. 86
References	p. 87
Classroom Interaction	p. 89
Inclusion into What?: Thoughts on the Construction of Learning, Identity, and Affiliation in the General Education Classroom	p. 91
References	p. 105
Classroom Ecologies: Classroom Interactions and Implications for Inclusion of Students with Learning Disabilities	p. 107
References	p. 122
Acknowledgments	p. 122
Constructing Knowledge in Inclusive Classrooms: What Students Know and Teachers Need to Know	p. 125
References	p. 133
Reconfiguring Professional Communities on Behalf of Students with Special Needs	p. 135
References	p. 140
Classroom Management	p. 141
Designing Classrooms for Inclusion: beyond Management	p. 143
References	p. 160
Organization and Management of General Education Classrooms	p. 163
Acknowledgments	p. 188
References	p. 189
Order and Learning, Individuals and Groups: a Regular Education Teacher's Response	p. 191
Remediation and Inclusion: Can We Have It All?	p. 203
References	p. 209
Methodological Issues and Strategies for Assessing Developmental Change and Evaluating Response to Intervention	p. 213
References	p. 225
Classrooms Are Just Another Cultural Activity	p. 229
Acknowledgments	p. 248
References	p. 248
Bridging the Gap between Qualitative and Quantitative Approaches to the Analysis of Instructional Innovations for Students with Learning Disabilities: a Commentary on Gallimore and Lyon	p. 251
Acknowledgments	p. 259
References	p. 260
Epilogue: Classroom Ecologies and Learning Disabilities: What We Learned and What We Need to Know	p. 261
References	p. 265
Author Index	p. 267
Subject Index	p. 275
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