Is it possible to meet all the needs of a widely diverse group of children in one class?
Based upon the author's own research into this question, this new book invites readers to compare teachers' accounts of their best lessons and provides useful discussion and viewpoints about inclusive pedagogy in a variety of learning contexts.
Inclusive Pedagogy in the Early Years covers:
structured and signposted case studies to encourage comparison
examples of children's work to demonstrate how they responded to lessons.
Is it possible to meet all the needs of a widely diverse group of children in one class?
Based upon the author's own research into this que...
In recent years, the concept of teachers as researchers in both special and mainstream school settings has become part of our everyday language. Whilst many educational practitioners will see the need for research within their setting, many may not be familiar with the technical elements they believe are required. Creating Meaningful Inquiry in Inclusive Classrooms shows how practitioners can engage in a wide range of educational research and explores its value to the practice of teaching and learning. It introduces the Accessible Research Cycle (ARC), an understandable and meaningful...
In recent years, the concept of teachers as researchers in both special and mainstream school settings has become part of our everyday language. Whils...
This fascinating text offers a compelling argument for the need to include insider perspectives of disability in teacher education programs, in order to enrich professional understandings and shed light on the reality of living with a disability. With contributions from a highly experienced team of authors from a wide range of educational settings, Bringing Insider Perspectives into Inclusive Teacher Learning includes case studies and research projects on how teacher educators gather, interpret and integrate insider perspectives into teacher education programs, along with practical strategies...
This fascinating text offers a compelling argument for the need to include insider perspectives of disability in teacher education programs, in order ...
Students with severe disabilities comprise 2% of the population of learners who are impacted by intellectual, communicative, social, emotional, physical, sensory and medical issues. Increasingly, however, teachers are required to meet the challenges of creating a pedagogical balance between individual student strengths, needs and preferences, and core academic curricula. The need to embrace the current initiative of Curriculum State Standards in the debate of curricula relevance, breadth, balance and depth for students with severe disabilities is not just timely it contributes to the...
Students with severe disabilities comprise 2% of the population of learners who are impacted by intellectual, communicative, social, emotional, phy...
Students with severe disabilities comprise 2% of the population of learners who are impacted by intellectual, communicative, social, emotional, physical, sensory and medical issues. Increasingly, however, teachers are required to meet the challenges of creating a pedagogical balance between individual student strengths, needs and preferences, and core academic curricula. The need to embrace the current initiative of Curriculum State Standards in the debate of curricula relevance, breadth, balance and depth for students with severe disabilities is not just timely it contributes to the...
Students with severe disabilities comprise 2% of the population of learners who are impacted by intellectual, communicative, social, emotional, phy...
