The Oxford Encyclopedia of Inclusive and Special Education

• Gebundenes Buch

Produktbeschreibung

As schools in all countries move toward being more inclusive of all learners, The Oxford Encyclopedia of Inclusive and Special Education provides policy makers, educators, and researchers with lessons learned and research findings from around the world. This expansive collection of articles addresses the historical and philosophical foundations and effective practices, policies, and workforce preparation initiatives that underpin and guide the implementation of successful inclusive education. The Encyclopedia will be a key resource for education scholars, students, and policymakers across the globe.

Produktdetails

• Verlag: Oxford University Press, USA
• Seitenzahl: 1652
• Erscheinungstermin: 29. April 2021
• Englisch
• Abmessung: 272mm x 198mm x 122mm
• Gewicht: 3606g
• ISBN-13: 9780190875879
• ISBN-10: 0190875879
• Artikelnr.: 62648550

Autorenporträt

Umesh Sharma is Professor in the Faculty of Education at Monash University, Australia, where he is the Academic Head of the Educational Psychology and Inclusive Education Community. Umesh's research programs in the area of disability and inclusive education span India, Pakistan, China, Bangladesh, Fiji, the Solomon Islands, Vanuatu, and Samoa, as well as Australia, Canada, the USA, and New Zealand. His project on the development of the Pacific Indicators for Inclusive Education received the Zero award in 2016 for outstanding policy development from the United Nations in Vienna. In 2019, he was named the top Special Education Researcher in Australia based on the impact of his work locally and internationally by the Australian Chief Scientist. His main areas of research are positive behavior support, inclusive education for disadvantaged children, and policy and practice in special and inclusive education. Spencer J. Salend is a Professor Emeritus of Educational Studies at the StateUniversity of New York at New Paltz and an educational consultant. He has published and consulted extensively on such topics as effective inclusive education policies and practices, evidence-based practices, Universal Design for Learning, classroom management techniques, educational assessment, model teacher education programs, and students from culturally and linguistically diverse backgrounds. He also has been the project director of and program evaluator for numerous international, federal, state-wide, and regional grants. He served as an expert consultant helping the American Federation of Teachers (AFT) develop and implement a performance-based teacher evaluation system and professional learning program that addresses Universal Design for Learning and highly effective practices for teachers of students with disabilities in inclusive classrooms. In recognition of the significance and benefit of his research and externally funded projects, he was selected as a recipient of the State University of New York's Faculty Scholar Award, the Chancellor's Research Recognition Award, and the Fulbright Specialist Program.

Inhaltsangabe

* Addressing Dilemmas and Tensions in Inclusive Education
* Assessment to Incite and Reconceptualize Learning
* Assistive Technology to Enhance Inclusive Education
* Attitudes and Inclusion of Students with Special Educational Needs in
Regular Schools
* Autism, Neurodiversity, and Inclusive Education
* Best Practices for Working with Students with Physical Disabilities
* Bridging the Gaps Between Theory and Practice of Inclusive Teacher
Education
* Calibrating Professional Learning Approaches for Teachers in
Inclusive Classrooms in the Context of Implementation Science
* A Collaborative Process for Incorporating Universal Design for
Learning and Evidence-Based Practice into Inclusive Teacher Education
Programs
* Collaborative Teacher Inquiry for Inclusive Education
* Creating Engaging Classrooms for All Learners
* Data-based Decision Making
* Differentiated Instruction and Inclusive Schooling
* Disability Studies in Education and Inclusive Education
* Diversity and Inclusion and Special Education
* Dual Certification Programs
* Effective Co-Teaching Practices within the Inclusive Classroom
* Effective Practices for Collaborating with Families and Caregivers of
Children and Young Adults with Disabilities
* Effective Practices for Helping Students Transition to Post-Secondary
Education
* Effective Practices for Helping Students Transition to Work
* Effective Practices for Helping Students with Neurodiversity
Transition to Independent Living
* Effective Practices for Teaching All Learners in Secondary Classrooms
* Effective Practices for Teaching Content Area Reading
* Effective Practices for Teaching Self-Determination
* Effective Practices for Teaching Social Skills
* Effective Practices for Teaching Writing to Students with
Disabilities in the United States
* Effective Self-Management Strategies
* Effective Strategies for Improving Reading Comprehension
* Evidence-based Practices for Teaching Learners on the Autism Spectrum
* Evidence-Based Practices for Teaching Learners who are Deaf or
Hard-of-Hearing in Regular Classrooms
* Evidence-based Practices for Teaching Learners with Emotional and
Behavioral Disorders
* Evidence-based Practices for Teaching Learners with Mild to Moderate
Disabilities
* Evidence-based Practices for Teaching Learners with Multiple
Disabilities
* Evidence-based Practices for Teaching Students with Learning
Disabilities
* Evidence-based Practices for Working with Learners with Speech and
Language Disabilities
* Evidence-based Practices in Special Schooling
* Examining the Cost of Special Education
* Factors to Consider While Teaching Early Numeracy Skills in an
Inclusive Education Setting
* Financing Mechanisms to Support Inclusive Practice
* High Leverage Practices in Elementary Inclusive Education
* Historical and Philosophical Foundations of Inclusive Education
* Inclusion and Pacific Island Countries
* Inclusive and Special Education in Africa
* Inclusive and Special Education in Asia
* Inclusive and Special Education in Australia
* Inclusive and Special Education in Canada and the United States
* Inclusive and Special Education in Europe
* Inclusive and Special Education in the Middle East
* Inclusive and Special Education Policies in South America
* Inclusive and Special Education Services in Rural Settings
* Inclusive Education and European Educational Policy
* Inclusive Education and the Progressive Inclusionists
* Inclusive Education in Central America and the Caribbean
* Inclusive Educational Principles, Policies, and Practices in Italy
* Inclusive Societies
* Influence of Medical and Social Perspectives of Disability on Models
of Inclusive Education in the United States
* In-Service Teacher Training for Inclusion
* International Policies on Inclusion
* Labeling and Inclusive Education
* Learning Strategies Instruction
* The Matter of 'Evidence' in the Inclusive Education Debate
* Models of School-Family Relations
* The Necessity for Coexistence of Equity and Excellence in Inclusive
and Special Education
* New Approaches to Designing and Administering Inclusive Assessments
* Pedagogy for Inclusive Education
* Policies and Practices that Foster Education for All: Implications
for Economically Poor Nations
* Policies that Foster Education for All: Implications for Economically
Wealthy Nations
* Preparation of German Special Educators for the 21st Century
* Preparing Educators to Collaborate with Professionals Who Work with
Learners with Complex Conditions
* Preparing Student Social Workers to Support Inclusive Education in an
Indian Context
* Preparing Teaching Assistants for Including all Learners
* Principals and School Leaders' Roles in Inclusive Education
* Professional Development for Inclusive Education
* Racial and Ethnic Disproportionality in Special Education Programs
* Research Challenges and Innovative Methodologies, Approaches, and
Processes
* Response to Intervention
* A Review of Existing and Potential Practices for Teaching Learners
with Attention Deficit Hyperactivity Disorder
* School Choice and Inclusive Education
* School-Wide Positive Behavioral Interventions and Supports
* Shaping Sustainable Inclusion Policy through Practice
* Social Emotional Learning and Inclusion in Schools
* Sociocultural Perspectives on Curriculum, Pedagogy, and Assessment to
Support Inclusive Education
* Special Education and Integrated Education in Hong Kong
* Students with Special Needs Who Are Gifted and Talented (Twice
Exceptional)
* Teaching Efficacy and Inclusive Practices in Asian Countries
* Teaching Learners with Vision Impairment: An Analysis of
Evidence-Based Practice
* Transforming Special Education with an Inclusive Rights-Based
Approach
* Transition Planning for Inclusion
* Translating National Policies to School-Wide Practices
* Universal Design for Learning: Changing the Way We Interact with
Diversity
* Using Technology to Prepare 21st-Century Educators