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ERIC Number: ED418569
Record Type: RIE
Publication Date: 1998
Pages: 139
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-1-55766-335-1
Quick-Guides to Inclusion 2: Ideas for Educating Students with Disabilities.
Giangreco, Michael F., Ed.
The five sections of this guide, intended for general education teachers working to include students with disabilities, can be used independently. Each section includes a letter to the teacher that introduces the content; a list of 10 "guidelines-at-a-glance"; a set of the guidelines, each on a separate page, suitable for duplication or as overhead transparencies; a page of text discussing each of the 10 guidelines; and a short list of selected references. The guides and their authors are: (1) "Adapting the Curriculum" (Alice Udvari-Solner), guidelines such as creating a student-centered curriculum and designing learning experiences to reflect multilevel goals; (2) "Instructional Strategies" (Michael F. Giangreco and Lia Cravedi-Cheng), strategies such as knowing each student's characteristics and learning styles and using data to make instructional decisions; (3) "Communication Systems in the Classroom" (Janet M. Duncan and Patricia A. Prelock), ideas such as providing each student with the necessary supports to communicate and involving classmates as communication partners; (4) "Administration in Inclusive Schools" (Richard Schattman and Ruth E. Dennis), suggestions for administrators, including sharing leadership responsibilities and providing time for collaboration; and (5) "Transition from School to Adult Life" (George B. Salembier and Katharine S. Furney), guidelines such as planning early and helping students draw on a range of school and community resources. (DB)
Paul H. Brookes Publishing Co., P.O. Box 10624, Baltimore, MD 21285-0624; World Wide Web:
Publication Type: Books; Collected Works - General; Guides - Classroom - Teacher
Education Level: N/A
Audience: Administrators; Practitioners; Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A