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ERIC Number: ED370292
Record Type: RIE
Publication Date: 1992
Pages: 275
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-1-55766-078-6
Curriculum Considerations in Inclusive Classrooms: Facilitating Learning for All Students.
Stainback, Susan, Ed.; Stainback, William, Ed.
This book discusses how the curriculum can be designed, adapted, and delivered in general education classrooms that are attempting to promote inclusive communities. Chapters include: "Toward Inclusive Classrooms" (Susan Stainback et al.); "Celebrating Diversity, Creating Community: Curriculum that Honors and Builds on Differences" (Mara Sapon-Shevin); "Inclusive Education: Making Sense of the Curriculum" (Alison Ford et al.); "Using Curriculum to Build Inclusive Classrooms" (William Stainback et al.) "Using a Collaborative Approach to Support Students and Teachers in Inclusive Classrooms" (Janet L. Graden, and Anne M. Bauer); "Integrating Support Personnel in the Inclusive Classroom" (Jennifer York et al.); "Student Collaboration: An Essential for Curriculum Delivery in the 21st Century" (Richard A. Villa and Jacqueline S. Thousand); "Support and Positive Teaching Strategies" (Wade Hitzing); "It's Not a Matter of Method: Thinking About How to Implement Curricular Decisions" (Dianne L. Ferguson and Lysa A. Jeanchild); "Measuring and Reporting Student Progress" (Brian Cullen and Theresa Pratt); "Quality in Our Schools: A Parental Perspective" (Jeff Strully et al.); "Community-Referenced Learning in Inclusive Schools: Effective Curriculum for All Students" (Michael Peterson, et al.); "Extracurricular Activities" (Mary Falvey, et al.); and "Curriculum in Inclusion-Oriented Schools: Trends, Issues, Challenges, and Potential Solutions" (Michael F. Giangreco). Contains 397 references. (PB)
Brookes Publishing Co., P.O. Box 10624, Baltimore, MD 21285-0624 ($25).
Publication Type: Books; Collected Works - General
Education Level: N/A
Audience: Practitioners; Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Foreword by Jack Pearpoint and Marsha Forest.