This quick-reference, highly practical guide is designed to help teachers successfully include students with a disability in the classroom, as well as being a research text. This book will be of interest to pre-service, new and in-service teachers in the mainstream sector as well as in the special education and alternative school sectors.
This quick-reference, highly practical guide is designed to help teachers successfully include students with a disability in the classroom, as well as being a research text.
Armstrong and Roy focus on key 'sticky' issues often referenced by teachers, schools and government as preventing inclusion, filling in the gaps in current teacher capabilities in responding to these issues. They cover, for example, how to record educational progress for a student with a disability on an Individual Education Plan (IEP), how teachers should respond to occupational violence in a classroom by a student with a disability, and the need to teach routines. The authors provide learning activities and use vignettes throughout the book to offer a story format and help the reader understand how to overcome persistent challenges to educational inclusion for those with a disability. The guidance provided is mapped to relevant Australian teacher standards and government recommendations, and has been successfully road-tested with Australian state governments, schools, and thousands of pre-service teachers.
An essential read for pre-service teachers, this book will also be of interest to new and in-service teachers in the mainstream sector as well as in the special education and alternative school sectors.
Part I. Educational inclusion: The why.
1. Attendance and the unfolding
crisis in education.
2. Objections to this book and myths about inclusion.
3.
Understanding inclusion. Part II. Educational inclusion: What and how.
4.
Disability: Becoming a developmentally informed teacher.
5. Differentiation
and Universal Design for Learning (UDL).
6. Feedback and effective praise.
7.
Establishing routines in the classroom.
8. Building strong parent-school
partnerships.
9. Behaviour: Building and maintaining calm and productive
classrooms.
10. Mental health and well-being in schools.
11. Inclusive
assessment
12. Safety in school and bullying prevention. Part III. Final
words.
13. Key learnings.
David Armstrong (Dave) is a specialist teacher, researcher, teacher educator, and adviser to government. Dave has led courses/pathways in Teacher Education Programs on disability and inclusion in Australia and the UK. Dave has successfully published two books with Routledge: Educational Trends Exposed (2022) and Key Perspectives on Dyslexia (2014).
David Roy is a passionate, ethical, and inclusive lecturer and researcher with over 31 years experience in schools and tertiary education. He has a deep passion for developing and implementing a wide range of educational practices, policy changes, and research for learning and teaching, and works closely with politicians, governments, and education bodies regarding implementing change. David has had 11 books published.
Lisainfo e-raamatute kohta