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Author: R. Hunt Riegel
Publisher:
ISBN:
Category : Mainstreaming in education
Languages : en
Pages : 52
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Book Description
Author: R. Hunt Riegel
Publisher:
ISBN:
Category : Mainstreaming in education
Languages : en
Pages : 52
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Book Description
Author: Cynthia L. Warger
Publisher: Phi Delta Kappa International Incorporated
ISBN: 9780873671873
Category : Education
Languages : en
Pages : 35
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Book Description
Because the issues of time, numbers, curriculum, and evaluation seem to confound effective mainstreaming at the secondary school level, they are the primary areas teachers must reassess in their own classrooms. Suggestions are made in this monograph about ways in which regular classroom teachers may cope effectively with handicapped students. A description is given of the characteristics of handicapped students frequently mainstreamed at the secondary level, including the educable mentally retarded, emotionally disturbed, learning disabled, sensory handicapped, and physically disabled. The teachers' responsibilities in planning appropriate daily instruction and as members of the team that develops the Individualized Educational Plan are outlined. Ways in which curriculum may be adapted for mainstreamed students are also suggested. The problem of grading handicapped students is discussed with emphasis on ways in which evaluation criteria may be modified to fairly assess achievements. It is pointed out that cooperation between the regular classroom teacher and the special education teacher is vital to successful mainstreaming. (JD)
Author: Patricia L. Reed
Publisher:
ISBN:
Category : Education, Secondary
Languages : en
Pages : 46
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Book Description
Author: Lisa Dieker
Publisher: National Professional Resources Inc./Dude Publishing
ISBN: 1935609785
Category : Education
Languages : en
Pages : 212
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Book Description
In the second edition of Demystifying Secondary Inclusion, acclaimed author, professor and teacher trainer, Dr. Lisa Dieker, provides practical, realistic and helpful ideas and techniques for including students with disabilities in the general education classroom. In truly inclusive classrooms, teachers focus on practices that are proven and promising for all students. Teachers understand the individualistic nature of learners, put students at the center of planning and instruction, and accept responsibility for teaching each and every student. Chapters 1-3 of Demystifying Secondary Inclusion detail ways of ensuring that students with disabilities are included in the general education environment. In Chapters 4-7, additional instructional strategies for embracing all learners are presented. This section also focuses on creating an inclusive classroom climate that facilitates successful learning outcomes. Chapter 8 provides concrete ways to prepare staff for the process of developing and maintaining an inclusive environment and offers examples of successful practices from strong schools. Each chapter ends with a set of questions to encourage reflection on current practice. Seven overarching and interdependent topics provide the basic structure for inclusion outlined in Demystifying Secondary Inclusion. These include: Creating an inclusive school-wide culture Celebrating the success of all students Developing interdisciplinary collaboration Implementing effective co-teaching Establishing acting learning environments Implementing successful instruction Improving grading and assessments The book specifically addresses the most frequent obstacles to inclusion at the secondary level and provides hands-on strategies for improving the teaching-learning process.
Author: Aaron Amuchastegui
Publisher:
ISBN: 9781544512259
Category : Education
Languages : en
Pages : 264
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Book Description
"When Aaron and Kaleena Amuchastegui took their kids out of school to travel the globe and educate them through experiences, their children became more engaged, self-aware, curious, and passionate about learning. Now, they share their inspiring successes and practical advice to give you the tools you need to create your own unconventional education plan, no matter what your budget..."--Page 4 of cover.
Author: Rob Webster
Publisher: UCL Press
ISBN: 178735699X
Category : Education
Languages : en
Pages : 135
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Book Description
Inclusion conjures images of children with special educational needs and disabilities (SEND) learning in classes alongside peers in a mainstream school. For pupils in the UK with high-level SEND, who have an Education, Health and Care Plan (formerly a Statement), this implies an everyday educational experience similar to that of their typically-developing classmates. Yet in vital respects, they are worlds apart. Based on the UK’s largest observation study of pupils with high-level SEND, The Inclusion Illusion exposes how attendance at a mainstream school is no guarantee of receiving a mainstream education. Observations of nearly 1,500 lessons in English schools show that their everyday experience of school is characterised by separation and segregation. Furthermore, interviews with nearly 500 pupils, parents and school staff reveal the effect of this marginalisation on the quality of their education. The way schools are organised and how classrooms are composed creates a form of ‘structural exclusion’ that preserves mainstream education for typically-developing pupils and justifies a diluted pedagogical offer for pupils with high-level SEND. Policymakers, not mainstream schools, are indicted over this state of affairs. This book prompts questions about what we think inclusion is and what it looks like. Ultimately, it suggests why a more authentic form of inclusion is needed, and how it might be achieved. Praise for The Inclusion Illusion 'This timely book presents clear challenges to the limits placed on progress for children with SEND in mainstream schools. It stands alongside calls, back to Warnock’s vision of every teacher being a teacher of SEN, for an end to “exclusion within inclusion”. It urges us to develop all staff to fulfil their roles with pupils with SEND. Acknowledging the value of TAs, it urges schools to ensure children who most need a teacher, get the teacher. Based on rigorous research, it rightly calls for bravery. For honesty. For action.' Professor Maggie Atkinson, Safeguarding consultant, adviser and leader, and Children’s Commissioner for England (2009–2015)'This is an important and valuable book which … has the potential to improve the educational experiences of pupils with significant learning and related difficulties. It combines an insightful account of the many issues and difficulties surrounding inclusion with a rigorous analysis of the outcomes and implications of large scale empirical work.' Professor Paul Croll, University of Reading 'I love this book! It tackles the structural challenges of inclusion head on and sets out what must change to create a fairer future for children with SEND. This is essential reading for all evidence-led school leaders, teachers and policymakers who believe in better.' Margaret Mulholland, SEND and Inclusion Policy Specialist, Association of School and College Leaders 'Rob Webster has deepened our understanding of how mainstream schools fail to address the needs of children with SEND. Distilling the crucial insights from years of work, he has thrown down a challenge to policymakers that for many children with SEND, simply having a mainstream placement is not the same as inclusion. This book is essential reading for anyone interested in what needs to change to ensure better futures for children with SEND in mainstream schools.' Brian Lamb OBE, Visiting Professor of Special Educational Needs and Disability, Derby University "This book brilliantly demonstrates the kind of education children with special educational needs in mainstream classroom, with the legal entitlement of an Education, health and care Plan actually experience. Despite talk of inclusion the classroom settings and organisation ensure that the children are excluded and marginalised from actual mainstream teaching. The over- use of Teaching Assistants, however well intentioned, is no substitute for the attention of qualified teachers. There is a separation in mainstream classes that ensures that inclusion is indeed an illusion. The book should be read by all teachers, parents and policy makers who care about the education of all children, not just those who are regarded as 'typical' or non-problematic." Professor Sally Tomlinson PhD FRSA
Author: John Sayer
Publisher: Burns & Oates
ISBN:
Category : Education
Languages : en
Pages : 204
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Book Description
Provides a positive reaffirmation of a strong value base to secondary education, based on principles of access and entitlement, and achieved through sound parcipative management and relevant staff support and development.
Author: Clinton A. Erb
Publisher:
ISBN:
Category : Children with disabilities
Languages : en
Pages : 52
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Book Description
Author: M. C. Gore
Publisher: Corwin Press
ISBN: 9780761939733
Category : Business & Economics
Languages : en
Pages : 262
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Book Description
Examines current research about the best ways to teach students with disabilities in middle school and secondary school classrooms and explains how the findings can best be applied in different content areas.
Author: James McLeskey
Publisher: Routledge
ISBN: 1136242422
Category : Education
Languages : en
Pages : 489
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Book Description
Over the last decade, the educational context for students with disabilities has significantly changed primarily as a result of mandates contained in NCLB and IDEA. The purpose of this book is to summarize the research literature regarding how students might be provided classrooms and schools that are both inclusive and effective. Inclusive schools are defined as places where students with disabilities are valued and active participants in academic and social activities and are given supports that help them succeed. Effectiveness is addressed within the current movement toward multi-tiered systems of support and evidence-based practices that meet the demands of high-stakes accountability.
