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This new edition of a highly acclaimed book blends vision statements, stories, and strategies to guide teachers in creating diverse, inclusive classrooms where all children can experience success.

This important book provides a unique merging of disability studies, critical multiculturalism, and social justice advocacy to develop both the knowledge base and the essential insights for understanding and implementing fully inclusive education. Although inclusion is often viewed in schools as primarily serving students with disabilities, this volume expands the definition to include students with a broad range of traditionally marginalised differences (including but not limited to disabilities, cultural/linguistic/racial background, gender, sexual orientation, religion, and...

Playing Favorites examines the ways in which gifted education disrupts the classroom community, deskills regular classroom teachers, limits their ability and willingness to meet individual needs, and impairs the creation of a climate of inclusion and acceptance of difference. Sapon-Shevin shows here that current models of gifted education are elitist and meritocratic, treating some children, not just differently than others, but better; and that in large urban districts, gifted education programs are often racist as well. By creating and funding gifted programs, the author contends, schools...

Teacher educators from ten institutions and programs in the United States, Canada, and Germany describe the ways in which they have changed teacher preparation to more fully incorporate cooperative learning concepts. Analytical commentaries on the programs highlight the learning experience of these programs as well as underlying issues of needed reforms in teacher education.

Included among best practices in education, cooperative learning may require a shift in program philosophy and disciplinary areas to meet the challenge of complex organizations and diverse student populations. As the...

Teacher educators from ten institutions and programs in the United States, Canada, and Germany describe the ways in which they have changed teacher preparation to more fully incorporate cooperative learning concepts. Analytical commentaries on the programs highlight the learning experience of these programs as well as underlying issues of needed reforms in teacher education.

Included among best practices in education, cooperative learning may require a shift in program philosophy and disciplinary areas to meet the challenge of complex organizations and diverse student populations. As the...