Rethinking disability: a disability studies approach to inclusive practices
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
New York
McGraw-Hill
2010
|
| Schriftenreihe: | The practical guide
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XVIII, 235 S, Ill. |
| ISBN: | 9780073526041 |
Internformat
MARC
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Datensatz im Suchindex
| _version_ | 1804141121250525184 |
|---|---|
| adam_text | CONTENTS PREFOEE IX HOW KNOWLEDGE GUIDES PRACTICE CHAPTER 1: MALDNG
SENSE 0/ PUBLIC SCHOOL CULTURE AND CONTEXT 1 WHY DIDN T SOMEBODY TELL
ME THAT TEACHING IS SO COMPLICATED? THE HISTORICAL COMPLEXITY OF PUBLIC
SCHOOLS 3 THE PURPOSE OF PUBLIC EDUCAOEON 3 HOW WE GOT HERE FROM THERE 4
WESAID ALL THAT TO SAY THIS 6 WE CAN LEGISLATE POLICY BUT WE CAN T
LEGISLATE ATTITUDE 8 WHO BELONGS AND HOW 00 WE KNOW? 8 THE LEARNING
DISABJ{JTY PHENOMENON: SDENOEFIC OR POLIOECAL? 9 SPEDAL EDUCAOEON: A
PARALLEL SYSTEM 10 BACK TO THE PRESENT 12 WHAT YOU BELIEVE AND WHY YOU
BELIEVE IT = HOW YOU TEACH 13 CHAPTER 2: CONTEMPLATING THE
(IN)VISJBILITY O/DJSABILITY 16 WHY CAN T I REMEMBER GOING TO SCHOOL
WITH KIDS WITH DISABUITIES OR HAVING TL T ETLCTFER MCLF TL
DTSTLDFUEI Y?// OISABILITY AND SODETY 17 ASSUMPOEONS VERSUS REALIOEES OF
HFE FOR PEOPLE WITH DISABJ{JOEES 18 CHALLENGING CULTURAL ASSUMPOEONS AND
WIDESPREAD MISPERCEPOEONS 19 COMMONPLACE REPRESENTAOEONS OF PEOPLE WITH
DISABJIITIES 19 SPOTLIGHT ON DISABJ{JTY CULTURE 24 ABRIEF HISTORY OF
OISABILITY IN AMERICAN PUBLIC SCHOOLS 27 SPEDAL EDUCAOEON: A PLACE OR A
SERVICE? 28 REGULAR EDUCAOEON INITIAOEVE 29 THE GROWTH OF INCLUSION 29
UNINTENDED CONSEQUENCES OF SPECIAL EDUCATION 31 DROPOUT RATES 33 HIGH
SCHOOL DIPLOMAS 33 HMITED EMPLOYMENT OPPORTUNITIES 34 THE
SCHOOL-TO-PRISON PIPELINE 34 THE PROBLEM OF OVERREPRESENTAOEON 34 COLLEGE
STUDENTS WITH DISABMOEES 35 WE VE COME A LONG WAY, BABY *** OR HAVE WE?
35 CHAPTER 3: EXOMINING BELIEFT OND EXPANDJNG NOTIONS 0/ NORMALCY 39
WHAT IF I DON T FEEL READY TO TEACH THOSE KIDS? OISABILITY
PERSPECTIVES 40 THE MEDICAL MODEL OF DISABMTY 40 THE SODAL CONSTRUCOEON
OF DISABMTY 42 [PLJSTRUCTILJG OISTLLJILITY ILJ PUB/K SCHOOLS 42 THE
REIGN OF NORMAL 44 THE ORIGINS OF NORMAL 44 THE RISE OF NORMAL WITHIN
PUBLIC SCHOOLS 45 V VI CONTENTS DISABILITY IN CONTEXT 46 CONTEXT MATTERS
47 EXPANDING NOTIONS OF DIVERSITY 51 CHAPTER4: PRACTIDNG FDUCATIONAL
FQUITY IN A DEMOCRACY 55 WHAT IF I M STILL NOT SURE ABOUT INCLUSION ?
INCLUSION AS EDUCATIONAL EQUITY 56 WHAT INCLUSION IS NOT 56 INCLUSION: A
MATTER OF 50DAL JUSTICE 59 A VIEWFROM THE INSIDE 60 ETHICAL PRACTICE 63
INCLUSION ENVISIONED 64 WHAT INCLUSION IS 65 DISABILITIES IN THE
CLASSROOM 65 INCLUSION IN ACTION 68 HOW PRACTICE DEEPENS KNOWLEDGE
CHAPTER5: SELERNNG APPROACHES AND TOOLS O/INCLUSIVE TEACHING 75 HOW DO
I FIGURE OUT WHAT TO TEACH IN ON INCLUSIVE CLASSROOM? CREATING AN
INCLUSIVE CLASSROOM CULTURE 76 USING THE PRINDPLES OF UNIVERSAL DESIGN
FOR INSTRUCTION 77 THE BIG PICTURE: FROM PRINDPLES TO PRACTICE 80
ENVIRONMENT 81 AS THE SONG GOES: GETTING TO KNOW YOU, GETTING TO KNOW
ALL ABOUT YOU! 82 BUILDING AND MAINTAINING RELATIONSHIPS 83 INFORMAL
ASSESSMENT 84 STUDENTS WITH INDIVIDUAL EDUCATION PROGRAMS 84 THREE
USEFUL TOOLSFOR TEACHING 85 INVESTING IN THOUGHTFUL PLANNING 92
BACKWARDS PLANNING 92 BALANDNG THE TIME TO PLAN: HAVING YOUR CAKE AND
EATING IT, TOO 93 DESIGNING DIFFERENTIATED CURRICULUM 97 USING PLANNING
PYRAMIDS 98 PULLING IT ALL TOGETHER 102 CHAPTER6: CREATING A DYNAMIC
CLASSROOM CULTURE 106 HOW CAN I BE SURE THAT IREACH EVERYBODY? THE ART
OF LESSON PLANNING 108 EIGHT BASIC ELEMENTS OF A LESSON 108 BEGINNING
THE LESSON 108 ELEMENT ONE: GENERATE OBJECTIVES 109 ELEMENT TWO:PROVIDE
OPPORTUNITIES FOR APPLICATIONS OF RECENT SKILLS AND/OR DEMONSTRATION OF
RECENT KNOWLEDGE 112 ELEMENT THREE: POSE ENGAGING QUESTIONS TO DISCOVER
A STUDENT S BACKGROUND KNOWLEDGE 113 ELEMENT FOUR:EXPLIDTLY INTRODUCE
WHAT IS EXPECTED OF STUDENTS DURING A LESSON 114 FACILITATING MEANINGFUL
ENGAGEMENT 115 ELEMENT FIVE: PROVIDE OPPORTUNITIES FOR CLEAR
EXPLANATIONS OF CONTENT MATERIAL AND MULTIPLE OPPORTUNITIES FOR STUDENTS
TO ENGAGE WITH LT 115 ELEMENT SIX: CHECKIN WITH STUDENTS THROUGHOUT THE
LESSON 124 ELEMENT SEVEN: PROVIDE OPPORTUNITIES FOR STUDENTS TO
DEMONSTRATE THEIR KNOWLEDGE AND ABILITIES, WHETHER SHORT-TERM (QUESTION,
QUIZ, EXERDSE, PROBLEM-SOLVING) OR LONG-TERM (TEST, PROJECT, PORTFOLIO)
125 BRINGING THE LESSON TO CLOSURE 127 ELEMENT EIGHT: CULMINATE THE
LESSON BY REVIEWING WHAT WAS LEARNED (TARGET INFORMATION) AND WHAT WAS
REALIZED (STUDENT CONNECTIONS) 127 GRADING 129 SOME FINAL NOTES ON
LESSON PLANNING 130 CHAPTER7: ASSESSING STUDENT KNOWLEDGE AND SLDLLS IN
THE INCLUSIVE CLASSROOM 142 HOW DO I KNOW IF THEY ALLGOT IT? MULTIPLE
PURPOSES OF ASSESSMENT 143 CHOOSING OPTIONS FOR ONGOING ASSESSMENT 144
INFORMAL OBSERVATIONS 144 PORTFOUO ASSESSMENT 144 AUTHENTIE ASSESSMENT
AND PERFORMANCE ASSESSMENTS 146 PROJECT-BASED LEARNING 146 USING
MULTIPLE INTELLIGENCES 147 DYNAMIC ASSESSMENT 147 RUBRIES 147 LOGS AND
JOURNALS 150 CURRICULUM-BASEDMEASUREMENT 150 USE OF ERRORANALYSIS 150
TEACHER-FRIENDLY ASSESSMENTS/ GAMES 151 TEACHER-MADETESTS 152 ISSUES
RAISED BY STANDARDIZED TESTING 158 NORM-REFERENCED TESTING 159
CRITERION-REFERENCED TESTING 159 DILEMMAS: ISSUES, TENSIONS,
CONTRADICTIONS, PARADOXES, AND CHOICES 159 LEGAL TESTING ACCOMMODATIONS
FOR STUDENTS WITH DISABILITIES 161 FLEXIBLE TEACHING AND ASSESSMENT
PRACTICES 161 TEACHING RESPONSIBLY WITHOUT TEACHING TO THE TEST 162 A
CASEFOR MULTIPLE FORMS OF ASSESSMENT 162 CONTENTS VII CHAPTER8:
DRAWINGUPON THE POWEROF TWO 165 WHAT WILL HAPPEN IF I AM ASKED TO BE A
CO-TEACHER? BENEFITS OF COUABORATIVE TEAM TEACHING 167 UNDERSTANDING
THE RELATIONSHIP AS A PROCESS 173 BEGINNING STAGE 173 COMPROMISING STAGE
173 COLLABORATIVESTAGE 174 PUSH IN MODEL 174 PLANNING, PREPARING, AND
MAINTAINING COUABORATIVE CLASSES 178 GETTING TO KNOW YOUR FUTURE PARTNER
179 PLANNING AROUND COREISSUES AND CREATING AN AGREEMENT WITH EACH OTHER
179 DAILY CHECKIN ABOUT HOW THINGS ARE GOING 180 THE IMPORTANCE OF
ONGOING DIALOGUE 183 MARILYN FRIEND S SIX MODELS OF CO-TEACHING 183
MODELL: ONE TEACH, ONE OBSERVE 183 MODEL 2: ONE TEACH, ONE ASSIST 184
MODEL 3: STATION TEACHING 184 MODEL 4: PARALLEL TEACHING 184 MODELS:
ALTERNATIVE TEACHING 184 MODEL 6: TEAMING 184 GOOD THINGS HAPPEN IN
CO-TAUGHT CLASSROOMS 184 HOW TALK (HANGES KNOWLEDGE AND PRACTICE
CHAPTER9: ACTIVELY CHALLENGING NORMALCY 188 HOW CAN I TALK ABOUT
DISABILITY IN MY CLASSROOM ? VIII CONTENTS WHY TALK ABOUT DISABILITY?
189 SJ[ENCE AND DISABJ[JTY 190 SJ[ENCE AND SHAME 191 DISPELLING
DISCOMFORT 192 DIVERSITY AS THE BASIS OF COMMUNITY 193 LANGUAGE AND
DISABJ[JTY 193 DIVERSITY REPRESENTATIONS 194 CLASS PROJECTS 194
SELF-ADVOCACY 194 INFUSING DISABILITY STUDIES INTO THE CURRICULUM 195
DISABJ[JTY CURRICULUM 195 CHAPTER10: PROMOTING INCLUSIVE BELIEJS AND
PRACTICES 205 IWHAT IF MY SCHOOL IS NOT THERE YET IN REGARD TO
INCIUSION? INCLUSION: A WORK IN PROGRESS 206 WHAT WE 00 TO NURTURE OUR
PRACTICE 207 HOW WELT ARE WE DOING? 207 ADVOCATING FOR SCHOOL CHANGE 208
WHAT IS YOUR STANCE? 208 WHAT CAN YOU 00 TO INITIATE SCHOOL CHANGE? 209
TEACHER AS ADVOCATE: NEGOTIATING THE SPECIAL EDUCATION PROCESS 210 IDEIA
AND YOU 210 PRINDPLE 1: ZERO REJECT AND CHJ[D FIND 211 PRINDPLE 2:
EVALUATION AND CLASSIFKATION 211 PRINDPLE 3: PARENTAL RIGHTS 212
PRINDPLE 4: LEAST RESTRICTIVE ENVIRONMENT 212 PRINDPLE 5: THE INDIVIDUAL
EDUCATION PLAN (IEP) 212 PRINDPLE 6: CONFUCT RESOLUTION 213 A FINAL NOTE
216 APPENDIX A DISABILITY STUDIES IN EDUCATION 217 APPENDIX B SUGGESTED
FURTHER READING 220
|
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| author | Valle, Jan W. Connor, David J. 1961- |
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| ctrlnum | (OCoLC)449284519 (DE-599)BVBBV036070485 |
| dewey-full | 371.9/046 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 371 - Schools and their activities; special education |
| dewey-raw | 371.9/046 |
| dewey-search | 371.9/046 |
| dewey-sort | 3371.9 246 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
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| indexdate | 2024-07-09T22:10:50Z |
| institution | BVB |
| isbn | 9780073526041 |
| language | English |
| lccn | 2009040785 |
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| spelling | Valle, Jan W. Verfasser aut Rethinking disability a disability studies approach to inclusive practices Jan W. Valle, David J. Connor New York McGraw-Hill 2010 XVIII, 235 S, Ill. txt rdacontent n rdamedia nc rdacarrier The practical guide Erziehung Students with disabilities Education Disability studies Special education Inclusive education Integrativer Unterricht (DE-588)4138728-4 gnd rswk-swf Schüler (DE-588)4053369-4 gnd rswk-swf Behinderung (DE-588)4112696-8 gnd rswk-swf Schüler (DE-588)4053369-4 s Behinderung (DE-588)4112696-8 s Integrativer Unterricht (DE-588)4138728-4 s DE-604 Connor, David J. 1961- Verfasser (DE-588)142402958 aut Digitalisierung UB Erlangen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=018961765&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Valle, Jan W. Connor, David J. 1961- Rethinking disability a disability studies approach to inclusive practices Erziehung Students with disabilities Education Disability studies Special education Inclusive education Integrativer Unterricht (DE-588)4138728-4 gnd Schüler (DE-588)4053369-4 gnd Behinderung (DE-588)4112696-8 gnd |
| subject_GND | (DE-588)4138728-4 (DE-588)4053369-4 (DE-588)4112696-8 |
| title | Rethinking disability a disability studies approach to inclusive practices |
| title_auth | Rethinking disability a disability studies approach to inclusive practices |
| title_exact_search | Rethinking disability a disability studies approach to inclusive practices |
| title_full | Rethinking disability a disability studies approach to inclusive practices Jan W. Valle, David J. Connor |
| title_fullStr | Rethinking disability a disability studies approach to inclusive practices Jan W. Valle, David J. Connor |
| title_full_unstemmed | Rethinking disability a disability studies approach to inclusive practices Jan W. Valle, David J. Connor |
| title_short | Rethinking disability |
| title_sort | rethinking disability a disability studies approach to inclusive practices |
| title_sub | a disability studies approach to inclusive practices |
| topic | Erziehung Students with disabilities Education Disability studies Special education Inclusive education Integrativer Unterricht (DE-588)4138728-4 gnd Schüler (DE-588)4053369-4 gnd Behinderung (DE-588)4112696-8 gnd |
| topic_facet | Erziehung Students with disabilities Education Disability studies Special education Inclusive education Integrativer Unterricht Schüler Behinderung |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=018961765&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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