Literaturnachweis - Detailanzeige
| Autor/in | Jorgensen, Cheryl M. |
|---|---|
| Titel | It's more than "just being in". Creating authentic inclusion for students with complex support needs. |
| Quelle | Baltimore, Maryland: Paul H. Brookes Publishing Co. (2018), XXV, 228 S. |
| Beigaben | Literaturangaben |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| ISBN | 9781681250786 |
| Schlagwörter | Inclusive education; Children with disabilities; Education; Classroom environment; Erziehung |
| Abstract | About the Downloads -- About the Author -- Foreword Paula Kluth -- Foreword Dan Habib -- Preface -- 1 The Fundamentals of Inclusive Education Definition of Inclusion Rationale for Inclusion Core Elements of Inclusive Education Conclusions 2 Imagine an Inclusive Vision for Education and Adult Life Rationale for Changing the Fundamental View of Students With Disabilities Elements of a Vision Statement The Process of Developing a Vision Statement Conclusions 3 Construct Learning and Communicative Competence Rationale for Constructing Learning Talk to Students as if They Understand Give Students a Way to Communicate All Day Every Day Ensure Everything Is Age Appropriate Interpret Students' Behavior as Meaningful Ensure Students Have Access to Every Part of the General Education Curriculum Conclusions 4 Write an Inclusive, Standards-Based Individualized Education Program Rationale for Focusing on Student Strengths Understand IEP Contents Steps to Writing an Inclusive, Standards-Based IEP Conclusions 5 Identify Supplementary Aids and Services Categories and Examples of Supplementary Aids and Services Supports for the Team on Behalf of the Student Conclusions 6 Describe Inclusive Team Member Roles and Establish Collaborative Teaming Processes Inclusive Team Member Roles and Responsibilities Team Collaboration Conclusions 7 Establish Valued Membership in General Education Follow Steps for Students Making the Transition Into a General Education Class Create a Welcoming Classroom Community Build a Classroom Community That Values Diversity Guidelines for Talking About Disability Conclusions 8 Facilitate Reciprocal Social Relationships Rationale for Facilitating Friendships Potential Barriers Essential Considerations for Friendship Conclusions 9 Develop Learning and Participation Plans and Assess Their Fidelity of Implementation Determine What Students Should Be Learning Recognize Full Participation Indicators Overview: The Learning and Participation Planning Process Follow Steps to Complete the Learning and Participation Plan Assess the Fidelity of Implementation of Supports How to Use the Planning Process in Middle and High School Conclusions Appendix 9.1: Sample Learning and Participation Plans 10 Plan and Prepare for an Inclusive Life After High School Rationale: The Problem With Traditional Transition Plan an Inclusive Transition Process Transition Services on the IEP Prepare for Graduation and a Successful Transition Conclusions 11 Solutions to Common Problems and Challenges in Achieving Inclusive Education Question 1: From a High School Guidance Counselor Question 2: From a Special Education Director Question 3: From a Middle School Teacher Question 4: From a Special Education Case Manager Question 5: From a Head Start Teacher Question 6: From a Kindergarten Teacher and Parent Question 7: From a Middle School Principal Question 8: From a Speech-Language Pathologist Question 9: From a Principal Question 10: From a Parent Question 11: From a Special Education Teacher Conclusions References -- Index.. "Inclusion has been mandated for 30 years, yet many students with developmental and intellectual disabilities are still educated in separate classrooms or isolated settings for the majority of their school day. Some educators still feel overwhelmed when it comes to creating an inclusive learning environment for their students and do not know where to begin. This helpful handbook describes in detail the important first steps in making inclusive education a reality, guiding teachers on how to include "one child at a time.""--Provided by publisher. |
| Erfasst von | Library of Congress, Washington, DC |
| Update | 2021/2/04 |
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