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2020-03-10
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2024-03-15 16:13:49
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on1124778717
OCoLC
20200318121733.0
191027t20202020xnaa b 001 0 eng d
9781760527099
AU@
000066274246
(OCoLC)1124778717
YDX
eng
rda
YDX
UZ0
OCLCF
Graham, Linda J
Inclusive education for the 21st century :
theory, policy and practice /
edited by Linda J. Graham.
Sydney :
Allen & Unwin,
2020
2020
xxiv, 408 pages :
illustrations ;
24 cm
text
rdacontent
unmediated
rdamedia
volume
rdacarrier
Part I.
Introduction and Fundamental Concepts --
1.
Inclusive education in the 21st century --
2.
Fundamental concepts of inclusive education --
3.
Does inclusion work? --
Part II.
Educators' Obligations under International and National Legislation and Policy --
4.
Inclusive education as a human right --
. 5
Legislation, litigation and implications for inclusion --
6.
What is the NCCD and what does it mean for my practice? --
Part III.
Universal Evidence-based Strategies to Effectively Teach Diverse Learners in Supportive and Safe Inclusive Environments --
7.
Using assessment data to support student learning --
8.
Universal approaches to curriculum, pedagogy and assessment --
.9
Making adjustments to curriculum, pedagogy and assessment --
Part IV.
Developing Inclusive School Cultures through Inclusive and Ethical Practices --
10.
Developing inclusive school cultures through ethical practices --
11.
Putting students at the centre --
12.
Nurturing close student-teacher relationships --
13.
Promoting student wellbeing and mental health through social and emotional learning --
14.
Developing productive partnerships with parents and carers --
15.
Collaborating with colleagues and other professionals --
16.
Rethinking the use of teacher aides.
"Placing a student on the autism spectrum in a busy classroom with a pair of noise-cancelling headphones and an aide to deal with the inevitable meltdowns is often done in the name of 'inclusion', but this is integration and not inclusive. How can teachers and schools create genuinely inclusive classrooms that meet the needs of every student?Research evidence indicates the strategies that make schools inclusive for students with disability benefit all students. Yet many schools are still operating under twentieth-century models that disadvantage students, especially those with disability.Inclusive Education for the 21st Century provides a rigorous overview of the foundational principles of inclusive education, and the barriers to access and participation. It explores evidence-based strategies to support diverse learners, including specific changes in curriculum, pedagogy and assessment practices, and the use of data. It addresses the needs of children with physical, sensory and intellectual disabilities, as well as those with complex learning profiles, including mental health issues.With chapters from leading experts from Australia and the UK, Inclusive Education for the 21st Century addresses common issues in both primary and secondary schools. Underpinned throughout by research evidence, it is designed to assist educators to develop the deep knowledge required to make inclusive education a reality in all schools."--Back cover.
INTELLECTUAL AND DEVELOPMENTAL DISABILITIES
.
2975
CHILDREN
353
INCLUSIVE EDUCATION
1216
EDUCATIONAL POLICY
742
LEGISLATION
1426
LITIGATION
1455
EVIDENCE BASED PRACTICE
823
HUMAN RIGHTS
1150
ASSESSMENT
150
WELL BEING
2777
PARENT PROFESSIONAL RELATIONSHIPS
1779
TEACHER AIDES
2554
NATIONALLY CONSISTENT COLLECTION OF DATA ON SCHOOL STUDENTS WITH DISABILITY (NCCD)
Graham, Linda J.
(Linda Jayne),
editor.
EDUCATION
ddc
B
HELD BY NWIHC - 21 OTHER HOLDINGS