Creating Inclusive Classrooms: Effective, Differentiated and Reflective Practices, Enhanced Pearson eText with Loose-Leaf Version -- Access Card Package / Edition 8 available in Other Format
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A best-selling, practical, accessible text from one of the most respected authors in the field, this text features the latest practices, technologies, information research, and challenges related to the implementation of inclusion in today’s schools.
Long respected as a leading text for inclusion courses, the new Eighth Edition of Salend’s Creating Inclusive Classrooms is updated to cover the latest practices, technologies, information, research, and challenges in the field. Designed for both online and face-to-face courses, the new edition includes elementary and secondary level classroom-based videos and examples as well as innovative learning experiences that guide readers in applying and reflecting on the content presented. The themes of diversity; collaboration; technology; and effective, differentiated, universally designed, culturally responsive and reflective classroom practices are woven throughout each chapter, and the book is consistent with professional standards for preparing teachers to work in today’s diverse classrooms. A non-categorical text, Salend sets the standard for translating research into practice and integrating online pedagogical learning activities and chapter self-assessments to allow readers to tailor, extend, and receive feedback on their learning. The Enhanced Pearson eText features embedded video links, interactive exercises and chapter self-assessments, innovative online and differentiated learning experiences.
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0133589390 / 9780133589399 Creating Inclusive Classrooms: Effective, Differentiated and Reflective Practices, Enhanced Pearson eText with Loose-Leaf Version Access Card Package, 8/e
Package consists of:
- 0133591204 / 9780133591200 Creating Inclusive Classrooms: Effective, Differentiated and Reflective Practices, Loose-Leaf Version
- 0134019407 / 9780134019406 Creating Inclusive Classrooms: Effective and Reflective Practices, Enhanced Pearson eText Access Card
|Edition description:||8th ed.|
|Product dimensions:||8.40(w) x 10.90(h) x 0.80(d)|
About the Author
Spencer Salend. A former teacher in the New York City School System, Spencer Salend is a professor at SUNY-New Paltz. Widely known for his work in translating research into practice, he has published and presented on such topics as inclusive educational practices, educational assessment, and students from culturally and linguistically diverse backgrounds. In recognition of the significance of his research and work with schools and its benefits to others, he was selected as a recipient of the State University of New York’s Faculty Scholar Award and the Chancellor’s Research Recognition Award. He has also served as a project director and program evaluator for numerous federal and state projects and has shared his work by engaging in a variety of professional development activities. He serves as an expert consultant helping the American Federation of Teachers (AFT) develop and implement a rigorous and comprehensive performance-based teacher evaluation system and professional learning program that addresses standards for highly effective teachers of students with disabilities in inclusive classrooms.
Table of Contents
PART I Understanding the Foundations and Fundamentals of Inclusion 1
Chapter 1 Understanding Inclusion 2
Chapter 2 Understanding the Special -Education Process 34
Chapter 3 Understanding the Educational Strengths and Challenges of Students with Disabilities 72
Chapter 4 Understanding the Educational Strengths and Challenges of Students from Diverse Backgrounds 116
PART II Creating an Inclusive Environment That Supports Learning for All Students 151
Chapter 5 Creating Collaborative Relationships and Fostering Communication 152
Chapter 6 Fostering Transitions, Self-Determination, Acceptance, and Friendships 188
Chapter 7 Creating a Classroom Environment That Promotes Positive Behavior 234
PART III Differentiating Instruction for All Students 279
Chapter 8 Differentiating Instruction for Diverse Learners 280
Chapter 9 Differentiating Large- and Small-Group Instruction 330
Chapter 10 Differentiating Reading, Writing, and Spelling Instruction 368
Chapter 11 Differentiating Mathematics, Science, and Social Studies Instruction 410
PART IV Evaluating Student and Programmatic Progress 451
Chapter 12 Evaluating Student Progress and the Effectiveness of Your Inclusion Program 452