Author: Sandra Ann CrossettPublisher:
ISBN:
Category :
Languages : en
Pages : 386
Book Description
Mainstream Teacher Perceptions of Adaptations and Interventions Necessary for the Inclusion of Multiply Handicapped Elementary Students
Author: Sandra Ann CrossettA Guide for ensuring inclusion and equity in education
Author: UNESCOPublisher: UNESCO Publishing
ISBN: 9231002228
Category :
Languages : en
Pages : 45
Book Description
Dissertation Abstracts International
Author: Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 732
Book Description
Educating Students with Autism Spectrum Disorders
Author: Dianne Berkell ZagerPublisher: Routledge
ISBN: 0415877571
Category : Education
Languages : en
Pages : 346
Book Description
Similar to a handbook in its comprehensive description of current theory and research, this interdisciplinary text shows how the existing knowledge base can explore promising new possibilities related to the field's many unanswered questions.
A School Community's Perceptions of Inclusive Education
Author: Debra Adrian HeissResources in Education
Author: Inclusion in Action
Author: Phil ForemanPublisher: Cengage AU
ISBN: 0170376176
Category : Education
Languages : en
Pages : 630
Book Description
How can classroom teachers effectively differentiate learning and teaching programs to provide for the needs of every student in their class? This best-selling text begins by asking "Why include all students?" in regular classrooms and then shows how this can be done. It outlines the philosophy of inclusive education and focuses on the use of individualised planning and effective teaching practices to maximise learning outcomes within positive and productive environments. Vignettes and narratives provide real-life examples that help put the theory in context. This fifth edition includes broader coverage of issues to do with diversity and individual differences, particularly cultural and multicultural inclusion, linguistic diversity and giftedness. There is more throughout on the universal design for learning framework and on partnerships with families, while new pedagogical features encourage readers to reflect. Throughout, it emphasises a practical, research-based approach to teaching that can be applied to support students with a range of differences and additional needs.
Development of a set of indicators for inclusive education in Europe
Author: European Agency for Development in Special Needs EducationPublisher:
ISBN: 9788792387486
Category : Inclusive education
Languages : en
Pages : 44
Book Description
"This report presents the framework and rationale, the aims and objectives, but also the methodology used and an initial set of indicators in three areas (legislation, participation, financing) of inclusive education."--Editor.
Parent-teacher Perceptions of Transition Skills of Students with Learning Disabilities
Author: Janet Connell EhlersPublisher:
ISBN:
Category :
Languages : en
Pages : 288
Book Description
Teaching Physical Education to Children with Special Educational Needs and Disabilities
Author: Philip VickermanPublisher: Routledge
ISBN: 1351206133
Category : Education
Languages : en
Pages : 234
Book Description
Teaching Physical Education to Children with Special Educational Needs and Disabilities provides a thorough overview of the challenges and opportunities for inclusion in PE lessons. Combining a theoretical framework with practical strategies for teachers, the title covers a diverse range of issues which teachers need to address to provide high quality learning experiences for children with SEND. This second edition is grounded in up-to-date research on inclusion and has been fully updated in line with the SEND Code of Practice and Ofsted Inspection Framework. It seeks to demystify the statutory responsibilities placed upon teachers and schools to include children with SEND and offers practical examples of how PE teachers can make use of different strategies to differentiate through their planning and assessment. A new chapter explores the importance of consulting with and empowering children with SEND, and additional focus is given to how teachers can work together with SENCOs and LSAs to develop an inclusive culture in PE lessons. Written in an accessible style with reflective tasks in each chapter, this unique text clearly outlines relevant practice-based evidence to fully include children with SEND in PE lessons. This will be essential reading for teachers and school leaders and will enable PE teachers to plan and deliver inclusive lessons for all children.