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Learning to Teach in an Inclusive Era starts a welcome conversation on educational inclusion. Such a conversation is missing in many developing countries; therefore, this is an important contribution to an emerging field that is still shrouded in uncertainty. Written by diverse lecturers in teacher education, this book is based on several authors’ interactions among themselves, with student-teachers in lecture rooms, in dissertation supervision, and on teaching practice supervision in several African countries. Such interactions revealed the tensions in understanding what inclusion is, and it is these tensions that the book tries to debunk by focusing on teaching methods that can make inclusion possible. The first two chapters are introductory and provide the conceptual framework, binding the book together by mapping out context and content. The next seven chapters form the bulk of the book and focus on specific aspects of inclusive education, including individualization, task analysis, peer tutoring, play, multi-sensory approaches, precision, and milieu teaching. Although these chapters use diverse illustrations, the final two chapters focus on two sensory disabilities: hearing and visual impairment. This book addresses inclusive education as one of the most pressing issues facing educators globally. The book provides a platform for critical engagement initiated by emerging African scholars.
Aligned with CEC Initial Content Standards, Teaching Everyone is a core text that fully prepares teachers to see past disability labels and work with all children's individual needs and strengths. Includes teaching strategies for all major academic content areas.
This book answers two questions: What does the implementation of inclusive education require of a system of education and all parts of the system? How do various parts of the education system act on their commitment to inclusive educational practice? Decades after major legislation (i.e., the Civil Rights Act, the Elementary and Secondary Education Act, and the Education for All Handicapped Children Act) made high-quality education a fundamental right for all children in the United States, the dream of diverse, inclusive, democratic schooling has yet to be realized. Nevertheless, some classrooms, schools, districts, states, and universities have made progress. Inclusive Education: A Systematic Perspective explores the theoretical implications of inclusive practice as well as illustrative case studies and evaluation findings from states, educator preparation programs, districts, and schools that have reframed their work around the principles of inclusive practice. Whether these organizations position the work as “social justice education,” “culturally responsive teaching,” or “inclusion,” their efforts lead in the same direction—toward higher quality and more equitable education for all. The chapters will be relevant to graduate students, faculty members, and education leaders, at all levels, who seek a comprehensive overview of the commitment and practice of “inclusive education”. Chapters vary in their approaches to the topic, some presenting theoretical underpinnings, others describing practices or programs at particular sites, others reporting findings from empirical studies, and edited interviews with state and district leaders of inclusive-education initiatives. The book explores why inclusion is important and how it can be accomplished.
Placing a student on the autism spectrum in a busy classroom with a pair of noise-cancelling headphones and an aide to deal with the inevitable meltdowns is often done in the name of 'inclusion', but this is integration and not inclusive. How can teachers and schools create genuinely inclusive classrooms that meet the needs of every student? Research evidence indicates the strategies that make schools inclusive for students with disability benefit all students. Yet many schools are still operating under twentieth-century models that disadvantage students, especially those with disability. Inclusive Education for the 21st Century provides a rigorous overview of the foundational principles of inclusive education, and the barriers to access and participation. It explores evidence-based strategies to support diverse learners, including specific changes in curriculum, pedagogy and assessment practices, and the use of data. It addresses the needs of children with physical, sensory and intellectual disabilities, as well as those with complex learning profiles, including mental health issues. With chapters from leading experts from Australia and the UK, Inclusive Education for the 21st Century addresses common issues in both primary and secondary schools. Underpinned throughout by research evidence, it is designed to assist educators to develop the deep knowledge required to make inclusive education a reality in all schools.
Undoing Ableism is a sourcebook for teaching about disability and anti-ableism in K–12 classrooms. Conceptually grounded in disability studies, critical pedagogy, and social justice education, this book provides both a rationale as well as strategies for broad-based inquiries that allow students to examine social and cultural foundations of oppression, learn to disrupt ableism, and position themselves as agents of social change. Using an interactive style, the book provides tools teachers can use to facilitate authentic dialogues with students about constructed meanings of disability, the nature of belongingness, and the creation of inclusive communities.
This ground-breaking book considers current perspective on educational reform in the Asia-Pacific regions with a focus on a new era of special education, particularly as this relates to the educational reform towards inclusive education.
A practical guide to working with primary and secondary students who need extra attention. It outlines the principles behind diversity and inclusive policies, and discusses the range of needs teachers can expect to encounter in an inclusive classroom.
"The edited book presents a variety of contributed chapters that explore the new demands of labor markets in the digital economy, how educational institutions can respond to these new opportunities and threats, the development of new teaching and learning methods, and finally the development of digital skills and competences"--