Research on Classroom Ecologies

Implications for Inclusion of Children With Learning Disabilities
Herausgeber: Keogh, Barbara K.; Speece, Deborah L.

• Broschiertes Buch

Produktbeschreibung

Written during a period of reexamination and change in the field of special education, this book was developed in order to provide a better understanding of the contexts in which children receive their formal education. The movement toward the "least restrictive environment" for the education of children with disabilities is weathering a wave of reinterpretations including mainstreaming, the regular education initiative, and inclusion. While each interpretation has its proponents and critics, limited theory and few data are available to guide these important policy decisions. Focusing specifically on classrooms -- the settings where educators can have the most immediate impact and where research is most needed -- this volume's goals are: * to establish what is known about classroom ecologies from both general and special education perspectives, * to integrate the perspectives of researchers and practitioners, and * to chart directions for further research specifically related to children with learning disabilities. The construct of classroom ecology is defined as three interrelated domains: instruction, teacher and peer interaction, and organization and management. This scheme provides the structure for the book. Taken as a whole, the content of the volume underscores the limits of current knowledge and at the same time provides directions for needed changes in both research and practice.

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Produktdetails

• Verlag: Routledge
• Seitenzahl: 312
• Erscheinungstermin: 1. April 1996
• Englisch
• Abmessung: 229mm x 152mm x 17mm
• Gewicht: 455g
• ISBN-13: 9780805818970
• ISBN-10: 0805818979
• Artikelnr.: 25689305

Autorenporträt

Deborah L. Speece, Barbara K. Keogh

Inhaltsangabe

Contents: E. Zigler
Foreword. B.K. Keogh
D.L. Speece
Learning Disabilities within the Context of Schooling. Part I:Classroom Instruction. K.H. Au
J.H. Carroll
Current Research on Classroom Instruction: Goals
Teachers' Actions
and Assessment. C.R. Greenwood
Research on the Practices and Behavior of Effective Teachers at the Juniper Gardens Children's Project: Implications for the Education of Diverse Learners. J.E. Sayre
The View from a Montessori Classroom: A Response to Au & Carroll and Greenwood. L.S. Fuchs
Models of Classroom Instruction: Implications for Students with Learning Disabilities. Part II:Classroom Interaction.F. Erickson
Inclusion Into What?: Thoughts on the Construction of Learning
Identity
and Affiliation in the General Education Classroom. S. Vaughn
J.S. Schumm
Classroom Ecologies: Classroom Interactions and Implications for Inclusion of Students with Learning Disabilities. E.I. Reyes
Constructing Knowledge in Inclusive Classrooms: What Students Know and Teachers Need to Know. A.S. Palincsar
Reconfiguring Professional Communities on Behalf of Students with Special Needs. Part III:Classroom Management.D.H. Cooper
L. Valli
Designing Classrooms for Inclusion: Beyond Management. N. Zigmond
Organization and Management of General Education Classrooms. M. Elrich
Order and Learning
Individuals and Groups: A Regular Education Teacher's Response. A.C. Schulte
Remediation and Inclusion: Can We Have It All? Part IV:Research Perspectives.G.R. Lyon
Methodological Issues and Strategies for Assessing Developmental Change and Evaluating Response to Intervention. R. Gallimore
Classrooms Are Just Another Cultural Activity. C.A. Stone
Bridging the Gap Between Qualitative and Quantitative Approaches to the Analysis of Instructional Innovations for Students with Learning Disabilities: A Commentary on Gallimore and Lyon. Epilogue. D.L. Speece
B.K. Keogh
Classroom Ecologies and Learning Disabilities: What We Learned and What We Need to Know.