ERIC Number: ED370292
Record Type: RIE
Publication Date: 1992
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)
Descriptors: Community Support, Curriculum Design, Curriculum Development, Curriculum Enrichment, Curriculum Evaluation, Curriculum Problems, Disabilities, Educational Strategies, Elementary Secondary Education, Mainstreaming, Problem Solving, Teaching Methods
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
Authoring Institution: N/A
Note: Foreword by Jack Pearpoint and Marsha Forest.