Creating inclusive classrooms: effective and reflective practices
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Boston ; Munich [u.a.]
Pearson
2010
|
| Ausgabe: | 7. ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | XXIII, 599 S. Ill. |
| ISBN: | 9780137030743 |
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| 245 | 1 | 0 | |a Creating inclusive classrooms |b effective and reflective practices |c Spencer J. Salend |
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| 650 | 4 | |a Curriculum planning |z United States | |
| 650 | 4 | |a Classroom management |z United States | |
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Datensatz im Suchindex
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|---|---|
| adam_text | CONTENTS ,: PART ( ,; .. ~: , , . . UNDERSTANDING
THE FOUNDATIONS AND FUNDAMENTALS OF INCLUSION 1 CHAPTER 1 UNDERSTANDING
INCLUSION 5 MARIE AND MARY 4 SPECIAL EDUCATION 7 INCLUSION 7 PRINCIPLES
OF EFFECTIVE INCLUSION 8 PRINCIPLE 1: ALL LEARNERS AND EQUAL ACCESS 8
PRINCIPLE 2: INDIVIDUAL STRENGTHS AND CHALLENGES AND DIVERSITY 8
PRINCIPLE 3: REFLECTIVE PRACTICES AND DIFFERENTIATED INSTRUCTION 8
PRINCIPLE 4: COMMUNITY AND COLLABORATION 11 MAINSTREAMING 11 LEAST
RESTRICTIVE ENVIRONMENT 12 CONTINUUM OF EDUCATIONAL PLACEMENTS 12
FACTORS CONTRIBUTING TO INCLUSION 14 NORMALIZATION 14 EARLY INTERVENTION
AND EARLY CHILDHOOD PROGRAMS 15 TECHNOLOGICAL ADVANCES 15 CIVIL RIGHTS
MOVEMENT AND RESULTING LITIGATION 18 ADVOCACY GROUPS 20 SEGREGATED
NATURE OF SPECIAL SCHOOLS AND CLASSES 20 DISPROPORTIONATE REPRESENTATION
20 NO CHILD LEFT BEHIND ACT 22 LAWS AFFECTING SPECIAL EDUCATION 23 THE
INDIVIDUALS WITH DISABILITIES EDUCATION ACT (IDEAL 24 OTHER LAWS
AFFECTING SPECIAL EDUCATION 27 IMPACT OF INCLUSION 29 IMPACT OF INDUSION
ON STUDENTS WITH DISABILITIES 29 IMPACT OF INDUSION ON STUDENTS WITHOUT
DISABILITIES 33 IMPACT OF INDUSION ON EDUCATORS 35 IMPACT OF INCLUSION
ON FAMILIES 37 SUMMARY 39 CHAPTER 2 UNDERSTANDING THE DIVERSE
EDUCATIONAL STRENGTHS AND CHALLENGES OF STUDENTS WITH DISABILITIES 43
MARTY 42 SPECIAL EDUCATION PROCESS 44 MEMBERS OF THE COMPREHENSIVE
PLANNING TEAM 45 PREREFERRAL SYSTEM 46 ELIGIBILITY DETERMINATION 46
CAUTIONS ABOUT LABELING STUDENTS 49 INDIVIDUALIZED EDUCATION PROGRAM 49
IMPLEMENTING IEPS IN GENERAL EDUCATION SETTINGS 61 INVOLVE TEACHERS IN
THE IEP PROCESS 61 ALIGN THE IEP TO THE GENERAL EDUCATION CURRICULUM 61
DIFFERENTIATE INSTRUCTION TO ADDRESS IEP GOALS 61 ESTABLISH AN IEP
IMPLEMENTATION PLAN 61 STUDENTS WITH HIGH-INCIDENCE DISABILITIES 62
STUDENTS WITH LEARNING DISABILITIES 64 STUDENTS WITH EMOTIONAL AND
BEHAVIORAL DISORDERS 66 STUDENTS WITH ATTENTION DEFICIT DISORDERS 70
STUDENTS WITH INTELLECTUAL DISABILITIES 72 STUDENTS WITH SPEECH AND
LANGUAGE DISORDERS 74 STUDENTS WITH LOW-INCIDENCE DISABILITIES 75 HELP
STUDENTS ACCESS THE GENERAL EDUCATION CURRICULUM 75 COLLABORATE WITH
RELATED SERVICE PROVIDERS, PARAEDUCATORS, AND PEERS 76 USE ASSISTIVE AND
INSTRUCTIONAL TECHNOLOGY 76 ADOPT A COMPETENCY-ORIENTED APPROACH 77
UNDERSTAND AND ADDRESS STUDENTS UNIQUE ABILITIES, CHALLENGES, AND
PREFERENCES 77 MEDICATION MONITORING 90 STUDENTS WITH SENSORY
DISABILITIES 90 STUDENTS WHO ARE GIFTED AND TALENTED 94 STUDENTS WITH
SPECIAL NEEDS WHO ARE GIFTED AND TALENTED 95 SUMMARY 97 CHAPTER 3
UNDERSTANDING THE DIVERSE EDUCATIONAL STRENGTHS AND CHALLENGES OF
STUDENTS WHO CHALLENGE SCHOOLS 101 HALEE 100 ECONOMIC CHANGES 102
POVERTY 102 WEALTHY CHILDREN 105 DEMOGRAPHIE SHIFTS 107 IMMIGRATION 107
EDUCATIONAL STRENGTHS AND CHALLENGES OF STUDENTS FROM CULTURALLY AND
LINGUISTICALLY DIVERSE BACKGROUNDS 110 CULTURAL CONSIDERATIONS 111
RELIGIOUS DIVERSITY 111 DIFFERENTIATING CULTURAL AND LANGUAGE
DIFFERENCES FROM LEARNING DIFFICULTIES 111 DIVERSIFY THE COMPREHENSIVE
PLANNING TEAM 112 COMPARE STUDENT PERFORMANCE IN BOTH THE PRIMARY AND
SECONDARY LANGUAGES 112 CONSIDER THE PROCESSES AND FACTORS ASSOCIATED
WITH SECOND LANGUAGE ACQUISITION 113 EMPLOY ALTERNATIVES TO TRADITIONAL
STANDARDIZED TESTING 115 IDENTIFY DIVERSE LIFE AND HOME EXPERIENCES THAT
MIGHT AFFECT LEARNING AND LANGUAGE DEVELOPMENT 115 ANALYZE THE DATA, AND
DEVELOP AN APPROPRIATE EDUCATIONAL PLAN 115 DISCRIMINATION AND BIAS 118
MULTIRACIAL/ETHNIC STUDENTS 119 GENDER BIAS 119 GAY, LESBIAN, BISEXUAL,
AND TRANSGENDERED (GLBT) YOUTH 122 STUDENTS WITH HIV/AIDS 123 FAMILY
CHANGES 124 SINGLE-PARENT FAMILIES 125 DIVORCE 125 EXTENDED FAMILIES 126
FAMILIES HEADED BY GAY, LESBIAN, BISEXUAL, AND TRANSGENDERED PARENTS 126
ADOPTED CHILDREN 126 FOSTER FAMILIES 127 CHILD ABUSE 127 SUBSTANCE ABUSE
128 ALTERNATE PHILOSOPHIES FOR STRUCTURING SCHOOLS 130 MULTICULTURAL
EDUCATION 131 MULTICULTURAL EDUCATION AND INCLUSION 131 SUMMARY 132
CREATING AN INCLUSIVE ENVIRONMENT THAT SUPPORTS LEARNING FOR ALL
STUDENTS 135 CHAPTER 4 CREATING COLLABORATIVE RELATIONSHIPS AND
FOSTERING COMMUNICATION 137 MS. CARR AND MS. STEVENS 136 MEMBERS OF THE
COMPREHENSIVE PLANNING TEAM 138 FAMILY MEMBERS 138 SCHOOL ADMINISTRATORS
138 GENERAL EDUCATORS 138 SPECIAL EDUCATORS 139 PARAEDUCATORS 139 SCHOOL
PSYCHOLOGISTS 140 SPEECH AND LANGUAGE CLINICIANS 140 SOCIAL WORKERS 141
SCHOOL COUNSELORS 141 VOCATIONAL EDUCATORS 141 SCHOOL PHYSICIANS AND
NURSES 141 PHYSICAL AND OCCUPATIONAL THERAPISTS AND ADAPTED PHYSICAL
EDUCATORS 141 STAFF FROM COMMUNITY AGENCIES 142 PROFESSIONALS FOR
STUDENTS WHO ARE ENGLISH LANGUAGE LEARNERS 142 COLLABORATIVE TEAMING 142
USE PERSON-/STUDENT-CENTERED PLANNING 143 WORK IN CO-TEACHING
ARRANGEMENTS 144 EMPLOY COLLABORATIVE CONSULTATION/PROBLEM SOLVING 149
PROMOTE CONGRUENCE 154 ENGAGE IN PROFESSIONAL DEVELOPMENT 155
COMMUNICATION AND COLLABORATION WITH FAMILIES 156 GAIN THE TRUST OF
FAMILIES 157 ADVOCATE FOR STUDENTS AND THEIR FAMILIES 157 ENSURE
CONFIDENTIALITY 158 MEET REGULARLY WITH FAMILIES 158 RESOLVE CONFLICTS
CONSTRUCTIVELY 161 ADDRESS THE DIVERSE STRENGTHS, CHALLENGES, BELIEFS,
BACKGROUNDS, RESOURCES, AND EXPERIENCES OF FAMILIES 162 USE WRITTEN
COMMUNICATION 165 ENCOURAGE AND FACILITATE FAMILY OBSERVATIONS 170 OFFER
EDUCATIONAL PROGRAMS TO FAMILIES 171 SUMMARY 172 CONTENTS CHAPTER 5
CREATING AN ENVIRONMENT THAT FOSTERS ACCEPTANCE AND FRIENDSHIP 175 MR.
MONROIG 174 ASSESSINGATTITUDES TOWARD INDIVIDUAL DIFFERENCES 176
ATTITUDE ASSESSMENT INSTRUMENTS 176 KNOWLEDGE OF INDIVIDUAL DIFTERENCES
PROBES 177 STUDENT DRAWINGS 177 OBSERVATIONAL TECHNIQUES 177 SOCIOMETRIC
TECHNIQUES 178 TEACHING ABOUT INDIVIDUAL DIFFERENCES RELATED TO
DISABILITY 178 USE DISABILITY SIMULATIONS 183 STUDY ABOUT DISABILITIES
AND INDIVIDUALS WITH DISABILITIES 186 INVITE GUEST SPEAKERS 186 USE
FILMSNIDEOS AND BOOKS 187 TEACHING ABOUT INDIVIDUAL DIFFERENCES RELATED
TO CULTURE, LANGUAGE, GENDER, RELIGION, AND SOCIOECONOMIC STATUS 189
REFLECT ON YOUR KNOWLEDGE, EXPERIENCES, AND BELIEFS RELATED TO DIVERSITY
189 PROMOTE ACCEPTANCE OF CULTURAL DIVERSITY 189 TEACH ABOUT DIALECT
DIFTERENCES 192 FOSTER ACCEPTANCE OF RELIGIOUS DIVERSITY 194 TEACH
VISUAL AND MEDIA LITERACY 197 TEACH OTHERS TO RESPOND TO STEREOTYPING
AND DISCRIMINATION 198 FACILITATING FRIENDSHIPS 200 ENGAGE IN
PROFESSIONAL BEHAVIORS THAT SUPPORT FRIENDSHIPS 200 TEACH ABOUT
FRIENDSHIPS 201 OFTER SOCIAL SKILLS INSTRUCTION 201 FOSTER COMMUNICATION
AMONG STUDENTS 202 USE CIRCLES OF FRIENDS 203 CREATE A FRIENDLY
CLASSROOM ENVIRONMENT 204 USE PEER-BASED STRATEGIES 204 ENCOURAGE
PARTICIPATION IN EXTRACURRICULAR AND COMMUNITY-BASED ACTIVITIES 206
INVOLVE FAMILY MEMBERS 207 SUMMARY 207 CHAPTER 6 CREATING SUCCESSFUL
TRANSITIONS TO INCLUSIVE SETTINGS 209 NICK 208 TRANSITIONING TO GENERAL
EDUCATION CLASSROOMS 210 UNDERSTAND STUDENTS UNIQUE ABILITIES AND
CHALLENGES 210 USE TRANSENVIRONMENTAL PROGRAMMING 211 TRANSITIONING TO
NEW SCHOOLS 220 COLLABORATE AND COMMUNICATE WITH PROFESSIONALS AND
FAMILIES 220 ADAPT TRANSITIONAL MODELS, AND FOSTER COLLABORATION ACROSS
SCHOOLS 221 OFTER STUDENT AND FAMILY ORIENTATIONS AND STUDENT VISITING,
SHADOWING, AND MENTORING PROGRAMS 222 TRANSITIONING STUDENTS FROM
CULTURALLY AND LINGUISTICALLY DIVERSE BACKGROUNDS 222 TEACH CULTURAL
NORMS 222 ORIENT STUDENTS TO THE SCHOOL 222 TEACH BASIC INTERPERSONAL
COMMUNICATION AND SOCIAL SKILLS 223 TEACH COGNITIVE ACADEMIC LANGUAGE
PROFICIENCY SKILLS 223 OFTER NEWCOMER PROGRAMS 224 TRANSITIONING FROM
SCHOOL TO ADULTHOOD 224 DEVELOP A SUMMARY OF PERFORMANCE, AND IMPLEMENT
AN INDIVIDUALIZED TRANSITION PLAN 224 PREPARE STUDENTS FOR EMPLOYMENT
226 FOSTER INDEPENDENT LIVING ARRANGEMENTS 229 PROMOTE STUDENTS
PARTICIPATION IN LEISURE ACTIVITIES 229 EXPLORE POSTSECONDARY EDUCATION
OPPORTUNITIES 229 DEVELOPING STUDENTS SELF-DETERMINATION SKILLS 230
TEACH GOAL SETTING AND PROBLEM SOLVING 232 OFTER CHOICES 232 FOSTER
SELF-AWARENESS 234 DEVELOP SELF-ADVOCACY AND LEADERSHIP SKILLS 234
PROMOTE SELF-ESTEEM 235 PROVIDE ATTRIBUTION TRAINING 235 PROVIDE ACCESS
TO POSITIVE ROLE MODELS 235 USE SELF-DETERMINATION CURRICULA AND
TEACHING RESOURCES 237 SUMMARY 238 CHAPTER 7 CREATING A CLASSROOM
ENVIRONMENT THAT PROMOTES POSITIVE BEHAVIOR 241 MATTHEW 240 SCHOOLWIDE
POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORTS 242 CONDUCTING FUNCTIONAL
BEHAVIORAL ASSESSMENTS 244 CREATE A DIVERSE MULTIDISCIPLINARY TEAM 244
IDENTIFY THE PROBLEMATIC BEHAVIORS 244 DEFINE THE BEHAVIOR 245 OBSERVE
AND RECORD THE BEHAVIOR 245 OBTAIN ADDITIONAL INFORMATION ABOUT THE
STUDENT AND THE BEHAVIOR 247 PERFORM AN
ANTECEDENTS-BEHAVIOR-CONSEQUENCES (A-B-C) ANALYSIS 247 ANALYZE THE DATA
247 DEVELOP HYPOTHESIS STATEMENTS 249 CONSIDER SOCIOCULTURAL FACTORS 249
CONTENTS DEVELOP A BEHAVIORAL INTERVENTION PLAN 250 EVALUATE THE PLAN
251 PROMOTING POSITIVE CLASSROOM BEHAVIOR 251 EMPLOY
RELATIONSHIP-BUILDING STRATEGIES 251 DEVELOP STUDENTS SELF-ESTEEM 253
INCLUDE SOCIAL SKILLS INSTRUCTION 256 USE ANTECEDENT-BASED INTERVENTIONS
256 GIVE CLEAR AND DIRECT DIRECTIONS 256 FOLLOW ROUTINES 257 USE
CONSEQUENCE-BASED INTERVENTIONS 259 USE GROUP-ORIENTED MANAGEMENT
SYSTEMS 262 EMPLOY BEHAVIOR REDUCTION INTERVENTIONS 268 PREVENTING
STUDENTS FROM HARMING OTHERS 270 STUDENTS WHO ARE BULLIES 270 STUDENTS
WITH AGGRESSIVE AND VIOLENT BEHAVIORS 273 ADAPTING THE CLASSROOM DESIGN
273 SEATING ARRANGEMENTS 274 TEACHER S DESK 274 BULLETIN BOARDS AND
WALLS 274 LEARNING CENTERS AND SPECIALIZED AREAS 275 CLASSROOM DESIGN
ACCOMMODATIONS 275 SUMMARY 281 DIFFERENTIATING INSTRUCTION FOR ALL
STUDENTS 283 CHAPTER 8 DIFFERENTIATING INSTRUCTION FOR DIVERSE LEARNERS
285 JULIA AND TOM 284 DIFFERENTIATING INSTRUCTION 287 TAILOR CURRICULAR
GOALS AND TEACHING STRATEGIES TO YOUR STUDENTS AND YOUR LEARNING
ENVIRONMENT 287 INDIVIDUALIZE AND PERSONALIZE YOUR CURRICULUM 288 USE
BACKWARD DESIGN, AND DETERMINE A RANGE OF FORMATIVE AND SUMMATIVE
ASSESSMENTS 289 USE CURRICULAR ACCOMMODATIONS 289 USE INDIVIDUALIZED
TEACHING/LNSTRUCTIONAL ACCOMMODATIONS 290 USE INSTRUCTIONAL MATERIALS
ACCOMMODATIONS 292 PROVIDE PERSONAL SUPPORTS 292 ADDRESS STUDENTS
LEARNING STYLES AND PREFERENCES 293 ADDRESS STUDENTS SENSORY ABILITIES
293 CONSIDER ACCEPTABILITY 296 DIFFERENTIATING INSTRUCTION FOR STUDENTS
WHO HAVE DIFFICULTY READING AND GAINING INFORMATION FROM PRINT MATERIALS
296 USE TEACHER-DIRECTED TEXT COMPREHENSION STRATEGIES 296 TEACH
STUDENT-DIRECTED TEXT COMPREHENSION STRATEGIES 300 ENHANCE THE
READABILITY OF MATERIALS 304 DIFFERENTIATING INSTRUCTIOIN FOR STUDENTS
FROM DIVERSE CULTURAL AND LANGUAGE BACKGROUNDS 307 USE A MULTICULTURAL
CURRICULUM 308 USE MULTICULTURAL TEACHING MATERIALS 309 USE CULTURALLY
RELEVANT AND RESPONSIVE TEACHING STRATEGIES 311 USE RECIPROCAL
INTERACTION TEACHING APPROACHES 312 USE EFFECTIVE ESL AND DUAL-LANGUAGE
APPROACHES AND TECHNIQUES 312 ENCOURAGE STUDENTS TO RESPOND 314 USING
INSTRUCTIONAL TECHNOLOGIES AND ASSISTIVE DEVICES 315 INSTRUCTIONAL
TECHNOLOGY 315 VIDEO-BASED DIGITAL MATERIALS 315 ASSISTIVE TECHNOLOGY
322 SUMMARY 329 CHAPTER 9 DIFFERENTIATING LARGE- AND SMALL-GROUP
INSTRUCTION 333 MS. ANDERSON 332 DIFFERENTIATING LARGE-GROUP INSTRUCTION
334 HAVE STUDENTS WORK COLLABORATIVELY 334 ENCOURAGE STUDENTS TO
PARTICIPATE AND ASK QUESTIONS 335 HELP STUDENTS TAKE NOTES 335 TEACH
NOTE-TAKING SKILLS AND STRATEGIES 338 FOSTER STUDENTS LISTENING SKILLS
338 GAIN AND MAINTAIN STUDENTS ATTENTION 340 MOTIVATE STUDENTS 341
ELEMENTS OF EFFECTIVE TEACHER-CENTERED INSTRUCTION 345 ELEMENT 1:
ESTABLISH THE LESSON S PURPOSE BY EXPLAINING ITS GOALS AND OBJECTIVES
347 ELEMENT 2: REVIEW PREREQUISITE SKILLS, AND ACTIVATE PRIOR KNOWLEDGE
348 ELEMENT 3: USE TASK ANALYSIS, AND INTRODUCE CONTENT IN SEPARATE
STEPS FOLLOWED BY PRACTICE 348 ELEMENT 4: GIVE CLEAR, SPECIFIC, AND
COMPLETE DIRECTIONS, EXPLANATIONS, AND RELEVANT EXAMPLES 348 ELEMENT 5:
PROVIDE TIME FOR ACTIVE AND GUIDED PRACTICE 349 ELEMENT 6: PROMOTE
ACTIVE RESPONDING, AND CHECK FOR UNDERSTANDING 349 ELEMENT 7: GIVE
FREQUENT, PROMPT, AND SPECIFIC FEEDBACK 351 ELEMENT 8: OFFER TIME FOR
INDEPENDENT ACTIVITIES 353 ELEMENT 9: SUMMARIZE MAIN POINTS, AND
EVALUATE MASTERY, MAINTENANCE, AND GENERALIZATION 353 CONTENTS
COOPERATIVE LEARNING ARRANGEMENTS 357 SELECT AN APPROPRIATE COOPERATIVE
LEARNING FORMAT 359 ESTABLISH GUIDELINES FOR WORKING COOPERATIVELY 361
FORM HETEROGENEOUS COOPERATIVE GROUPS 362 ARRANGE THE CLASSROOM FOR
COOPERATIVE LEARNING 362 DEVELOP STUDENTS COOPERATIVE SKILLS 362
EVALUATE COOPERATIVE LEARNING 369 SUMMARY 370 CHAPTER 10 DIFFERENTIATING
READING, WRITING, AND SPELLING INSTRUCTION 373 MR. PIKE 372 HELPING
STUDENTS LEARN TO READ 374 OFTER EARLY IDENTIFICATION AND INTERVENTION
374 OFTER SPECIALIZED INTERVENTIONS TO SUPPLEMENT INSTRUCTION FOR
DIVERSE STUDENTS 375 PROMOTE PHONEMIC AWARENESS 376 PROMOTE READING
FLUENCY 378 ENHANCE STUDENTS TEXT COMPREHENSION 382 DEVELOP STUDENTS
VOCABULARY 382 USE A BALANCED APPROACH 388 USE REMEDIAL READING
PROGRAMS, STRATEGIES, AND MATERIALS 389 HELPING STUDENTS LEARN TO WRITE
390 MAKE WRITING MEANINGFUL, AUTHENTIC, AND AN INTEGRAL PART OF THE
CURRICULUM 390 USE JOURNALS 392 USE TECHNOLOGY-BASED WRITING ACTIVITIES
392 USE A PROCESS-ORIENTED APPROACH TO WRITING INSTRUCTION 393 PROVIDE
FEEDBACK 398 TEACH STUDENTS TO USE LEARNING STRATEGIES 399 USE
TECHNOLOGY-SUPPORTED WRITING APPLICATIONS 399 HELPING STUDENTS LEARN TO
SPEIL 405 USE A COMBINATION OF APPROACHES 406 ADAPT SPELLING INSTRUCTION
407 SUMMARY 412 CHAPTER 11 DIFFERENTIATING MATHEMATICS, SCIENCE, AND
SOCIAL STUDIES INSTRUCTION 415 MS. RIVLIN 414 DIFFERENTIATING
MATHEMATICS INSTRUCTION 416 FOCUS INSTRUCTION, AND USE A PROBLEM-SOLVING
APPROACH 417 HELP STUDENTS DEVELOP THEIR MATH FACTS AND COMPUTATION
SKILLS 417 PRESENT MATHEMATICS APPROPRIATELY 418 USE A VARIETY OF
TEACHING AIDS 420 USE A VARIETY OF INSTRUCTIONAL APPROACHES 423 PROVIDE
PRACTICE AND FEEDBACK, AND USE ASSESSMENT TO GUIDE FUTURE TEACHING 430
DIFFERENTIATING SCIENCE AND SOCIAL STUDIES INSTRUCTION 431 CHOOSE AND
USE APPROPRIATE INSTRUCTIONAL MATERIALS 431 USE CONTENT ENHANCEMENTS 436
USE A VARIETY OF INSTRUCTIONAL APPROACHES AND PRACTICES 440 ADDRESS THE
CHALLENGES OF DIVERSE LEARNERS 448 SUMMARY 451 . ,)~ ,: .PART IV . ..
.. EVALUATING INDIVIDUAL AND PROGRAMMATIC PROGRESS 453 CHAPTER 12
EVALUATING STUDENT PROGRESS AND THE EFFECTIVENESS OF YOUR INCLUSION
PROGRAM 455 THE MADISON SCHOOL DISTRICT 454 EVALUATING THE ACADEMIC
PERFORMANCE OF STUDENTS 456 STANDARDIZED AND HIGH-STAKES TESTING 457
ALTERNATIVES TO STANDARDIZED AND TEACHER-MADE TESTING 479 GRADING
STUDENTS 492 REPORT CARD GRADING 493 EVALUATING SOCIAL AND BEHAVIORAL
PERFORMANCE 499 OBSERVATIONAL AND SOCIOMETRIC TECHNIQUES 499
SELF-CONCEPT AND ATTITUDINAL MEASURES 499 MEASURING PERCEPTIONS OF
INCLUSIVE CLASSROOMS 499 STUDENTS PERCEPTIONS 500 TEACHERS PERCEPTIONS
502 USE OF UNIVERSAL DESIGN FOR LEARNING (UDL) 503 FAMILY MEMBERS
PERCEPTIONS 503 IMPROVING THE EFFECTIVENESS OF INCLUSIVE CLASSROOMS AND
PROGRAMS 504 EXAMINE THE IMPACT ON STUDENT PERFORMANCE 505 DETERMINE
PROGRAM STRENGTHS, CONCERNS, AND POSSIBLE SOLUTIONS 507 SUMMARY 510
GLOSSARY 511 REFERENCES 525 NAME INDEX 577 SUBJECT INDEX 587 CONTENTS
|
| any_adam_object | 1 |
| author | Salend, Spencer J. |
| author_facet | Salend, Spencer J. |
| author_role | aut |
| author_sort | Salend, Spencer J. |
| author_variant | s j s sj sjs |
| building | Verbundindex |
| bvnumber | BV036459784 |
| callnumber-first | L - Education |
| callnumber-label | LC1201 |
| callnumber-raw | LC1201 |
| callnumber-search | LC1201 |
| callnumber-sort | LC 41201 |
| callnumber-subject | LC - Social Aspects of Education |
| classification_rvk | DT 1422 |
| ctrlnum | (OCoLC)705511214 (DE-599)BVBBV036459784 |
| 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 |
| edition | 7. ed. |
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| indexdate | 2024-07-09T22:39:55Z |
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| spelling | Salend, Spencer J. Verfasser aut Creating inclusive classrooms effective and reflective practices Spencer J. Salend 7. ed. Boston ; Munich [u.a.] Pearson 2010 XXIII, 599 S. Ill. txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index Erziehung Inclusive education United States Curriculum planning United States Classroom management United States Children with disabilities Education United States Integrativer Unterricht (DE-588)4138728-4 gnd rswk-swf Behinderung (DE-588)4112696-8 gnd rswk-swf Schüler (DE-588)4053369-4 gnd rswk-swf Curriculum (DE-588)4010781-4 gnd rswk-swf USA USA (DE-588)4078704-7 gnd rswk-swf USA (DE-588)4078704-7 g Schüler (DE-588)4053369-4 s Behinderung (DE-588)4112696-8 s Integrativer Unterricht (DE-588)4138728-4 s DE-604 Curriculum (DE-588)4010781-4 s 1\p DE-604 Digitalisierung UB Erlangen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020331702&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Salend, Spencer J. Creating inclusive classrooms effective and reflective practices Erziehung Inclusive education United States Curriculum planning United States Classroom management United States Children with disabilities Education United States Integrativer Unterricht (DE-588)4138728-4 gnd Behinderung (DE-588)4112696-8 gnd Schüler (DE-588)4053369-4 gnd Curriculum (DE-588)4010781-4 gnd |
| subject_GND | (DE-588)4138728-4 (DE-588)4112696-8 (DE-588)4053369-4 (DE-588)4010781-4 (DE-588)4078704-7 |
| title | Creating inclusive classrooms effective and reflective practices |
| title_auth | Creating inclusive classrooms effective and reflective practices |
| title_exact_search | Creating inclusive classrooms effective and reflective practices |
| title_full | Creating inclusive classrooms effective and reflective practices Spencer J. Salend |
| title_fullStr | Creating inclusive classrooms effective and reflective practices Spencer J. Salend |
| title_full_unstemmed | Creating inclusive classrooms effective and reflective practices Spencer J. Salend |
| title_short | Creating inclusive classrooms |
| title_sort | creating inclusive classrooms effective and reflective practices |
| title_sub | effective and reflective practices |
| topic | Erziehung Inclusive education United States Curriculum planning United States Classroom management United States Children with disabilities Education United States Integrativer Unterricht (DE-588)4138728-4 gnd Behinderung (DE-588)4112696-8 gnd Schüler (DE-588)4053369-4 gnd Curriculum (DE-588)4010781-4 gnd |
| topic_facet | Erziehung Inclusive education United States Curriculum planning United States Classroom management United States Children with disabilities Education United States Integrativer Unterricht Behinderung Schüler Curriculum USA |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020331702&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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