Curriculum Matrixing: Planning and Adaptation of Skills That Promote Inclusion. Trainee Workbook. Building Inclusive Schools, Module 2.

Autor/inn/en	Campbell, Patti C.; Campbell, Charles Robert
Institution	Kansas Univ., Parsons. Schiefelbusch Inst. for Life Span Studies.
Titel	Curriculum Matrixing: Planning and Adaptation of Skills That Promote Inclusion. Trainee Workbook. Building Inclusive Schools, Module 2.
Quelle	(1995), (71 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Leitfaden; Unterricht; Lernender; Curriculum Development; Disabilities; Educational Practices; Elementary Secondary Education; Environmental Influences; Evaluation Methods; Inclusive Schools; Inservice Teacher Education; Regular and Special Education Relationship; School Community Relationship; Student Educational Objectives; Student Evaluation; Team Teaching; Teamwork + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Handicap; Behinderung; Bildungspraxis; Environmental influence; Umwelteinfluss; Inclusive school; Integrative Schule; Lehrerfortbildung; Schulnote; Studentische Bewertung; Teamteaching
Abstract	This manual presents the trainee's workbook and the trainer's guidelines for the second of six modules in a teacher inservice series developed to promote the unified effort of both regular and special education personnel in understanding and applying nationally recognized practices to implement fully inclusive education for students with diverse learning abilities and disabilities. Module 2 is on curriculum matrixing and the Team Environmental Assessment Mapping System (TEAMS). The trainee workbook is in the form of: (1) 24 transparency masters which provide information on curriculum matrixing objectives, steps in the TEAMS process, community and school interaction questions, and steps for curriculum matrixing; and (2) three activities applying these principles. Trainer guidelines offer learner objectives and suggested comments in the areas of planning for inclusion, teams, and designing an inclusive curriculum. A pre/posttest is also included. (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC