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Becoming a Great Inclusive Educator Second edition New edition [Pehme köide]

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  • Formaat: Paperback / softback, 368 pages, kõrgus x laius: 225x150 mm, kaal: 530 g
  • Sari: Disability Studies in Education 21
  • Ilmumisaeg: 04-Jul-2017
  • Kirjastus: Peter Lang Publishing Inc
  • ISBN-10: 1433134853
  • ISBN-13: 9781433134852
  • Formaat: Paperback / softback, 368 pages, kõrgus x laius: 225x150 mm, kaal: 530 g
  • Sari: Disability Studies in Education 21
  • Ilmumisaeg: 04-Jul-2017
  • Kirjastus: Peter Lang Publishing Inc
  • ISBN-10: 1433134853
  • ISBN-13: 9781433134852

Becoming a Great Inclusive Educator, Second Edition offers educators the guidance and resources to become great inclusive educators by engaging in a powerful process of personal and professional transformation.



Becoming a Great Inclusive Educator, Second Edition offers educators the guidance and resources to become great inclusive educators by engaging in a powerful process of personal and professional transformation. Inclusive education continues to grow in popularity and acceptance in the United States. But most teachers – general and special educators – are poorly prepared to be successful in inclusive classrooms and schools. Undoubtedly, the challenge to professionals involves the acquisition of new knowledge and skills. But inclusion requires far more. It calls upon educators to trouble everything they think they know about disability, to question their deepest ethical commitments, to take up the work of the Disability Rights Movement in the public schools, and to leap headlong into the deepest waters of the rich craft tradition of inclusive teaching.

Chapter One Transformation
1(22)
Section One Foundations of Successful Inclusion
23(78)
Chapter Two Knowing Disability
25(20)
Chapter Three Teaching for the Disability Rights Movement
45(34)
Chapter Four What Is Best in the American Dream
79(22)
Section Two The Living Tradition of Inclusive Education Practice
101(76)
Chapter Five Collaboration and Co-teaching
105(10)
Chapter Six Friendships in the Classroom
115(12)
Chapter Seven Partnerships with Parents and Families
127(10)
Chapter Eight Encouraging Positive Behavior
137(14)
Chapter Nine Differentiated Instruction
151(14)
Chapter Ten School Reform
165(12)
Section Three Narratives of Inclusive Education Struggle and Success
177
Chapter Eleven A Journey into Inclusive Education
181(12)
Carrie D. Wysocki
Chapter Twelve It Takes a Whole School
193(10)
Kimberly Millstead
Chapter Thirteen Using "Numbers and Narrative" to Support Inclusive Schooling
203(14)
Meghan Cosier
Chapter Fourteen "It's always about the kids, not us": Successful Elementary Co-teaching
217(12)
Zachary Rossetti
Chapter Fifteen Spilt Milk Counts: Belonging and Moving on Down the Hall
229(10)
Stacey Hodgins
S. Anthony Thompson
Chapter Sixteen Inclusive Education: A Messy and Liberating Venture
239(12)
Emily Nusbaum
Chapter Seventeen "I don't have a special world for her to live in: She has to adapt to this one": On Becoming a Renaissance Middle Schooler
251(16)
Alicia A. Broderick
Chapter Eighteen Including Talia: A Mother's Tale
267(14)
Kathy Kotel
Chapter Nineteen Respecting and Reaching All Learners in English Language Arts Classes: A Glimpse into a New York City High School
281(16)
Fran Bittman
Sarah Bickens
David J. Connor
Chapter Twenty What 20+ Years of Secondary Inclusion Has Taught Us
297(8)
Douglas Fisher
Nancy Frey
Chapter Twenty-One "Now, I'm part of the family [ ...] well, almost!": Family Matters for Schooling Success
305(14)
John Colin
Srikala Naraian
Chapter Twenty-Two On the Ethical Meaning of Human Differences: A Non-Disabled Child in Inclusive Schools
319(10)
Scot Danforth
Chapter Twenty-Three A Sense of Belonging: Student Perspectives on Inclusive Education
329(12)
Rebecca Brooks
Chapter Twenty-Four Including Students with Developmental Disabilities: Simple, Not Easy
341(12)
Michael F. Giangreco
Chapter Twenty-Five Conclusion---Old Habits, New Thinking
353
Scot Danforth is Professor and Assistant Dean of Research, College of Educational Studies, Chapman University. He is a leading scholar in the fields of disability studies in education and inclusive education. His previous books include The Incomplete Child: An Intellectual History of Learning Disabilities, Vital Questions Facing Disability Studies in Education (co-edited with Susan Gabel), and Foundations of Inclusive Education Research (co-edited with Phyllis Jones).