An introduction to the foundational principles and evidence-based classroom strategies for effective inclusive education in both primary and secondary schools.
An introduction to the foundational principles and evidence-based classroom strategies for effective inclusive education in both primary and secondary schools.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Linda J. Graham is a Professor in the School of Early Childhood and Inclusive Education at the Queensland University of Technology. She is the Chair of the Academic Advisory Panel for All Means All: Australian Alliance for Inclusive Education and has published widely on inclusive education.
Inhaltsangabe
Part I: Introduction and Fundamental Concepts 1 Inclusive education in the 21st century 2 Fundamental concepts of inclusive education 3 Does inclusion work? Part II : Educators' Obligations under International and National Legislation and Policy 4 Inclusive education as a human right 5 Legislation, litigation and implications for inclusion 6 What is the NCCD and what does it mean for my practice? Part III : Universal Evidence-based Strategies to Effectively Teach Diverse Learners in Supportive and Safe Inclusive Environments 7 Using assessment data to support student learning 8 Universal approaches to curriculum, pedagogy and assessment 9 Making adjustments to curriculum, pedagogy and assessment Part IV : Developing Inclusive School Cultures through Inclusive and Ethical Practices 10 Developing inclusive school cultures through ethical practices 11 Putting students at the centre 12 Nurturing close student-teacher relationships 13 Promoting student wellbeing and mental health through social and emotional learning 14 Developing productive partnerships with parents and carers 15 Collaborating with colleagues and other professionals 16 Rethinking the use of teacher aides Index
Part I: Introduction and Fundamental Concepts 1 Inclusive education in the 21st century 2 Fundamental concepts of inclusive education 3 Does inclusion work? Part II : Educators' Obligations under International and National Legislation and Policy 4 Inclusive education as a human right 5 Legislation, litigation and implications for inclusion 6 What is the NCCD and what does it mean for my practice? Part III : Universal Evidence-based Strategies to Effectively Teach Diverse Learners in Supportive and Safe Inclusive Environments 7 Using assessment data to support student learning 8 Universal approaches to curriculum, pedagogy and assessment 9 Making adjustments to curriculum, pedagogy and assessment Part IV : Developing Inclusive School Cultures through Inclusive and Ethical Practices 10 Developing inclusive school cultures through ethical practices 11 Putting students at the centre 12 Nurturing close student-teacher relationships 13 Promoting student wellbeing and mental health through social and emotional learning 14 Developing productive partnerships with parents and carers 15 Collaborating with colleagues and other professionals 16 Rethinking the use of teacher aides Index
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