NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED385070
Record Type: RIE
Publication Date: 1995
Pages: 91
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-0-8039-6249-5
ISSN: N/A
Inclusion: Are We Abandoning or Helping Students? Roadmaps to Success: The Practicing Administrator's Leadership Series.
Alper, Sandra; And Others
This text, intended for school principals and others, provides an overview of the inclusion movement. Chapter 1, "The Context: How Far Have We Come and Where Are We Going?" (Patrick J. Schloss) provides the historical and legal context in which the concept of inclusion evolved. Key terms are defined, and the benefits of inclusion for students with and without disabilities are explained. Chapter 2, "Roles and Responsibilities of Inclusive Teams," (Christine A. Macfarlane) emphasizes the critical importance of collaboration between general and special educators, and explains how team members representing different disciplines can work together and share ownership of the educational program. Chapter 3, "Individuals with Mild Disabilities: Implementing Sound Practices," (Susan K. Etscheidt) addresses ways in which the needs of students with mild disabilities may be met in a regular classroom. Strategies that may be used to deal with inappropriate behaviors in the classroom are emphasized and practical strategies for student assessment, curriculum modification, and instruction are offered. Chapter 4, "Individuals with Severe Disabilities: Inclusion Practices That Work," (Sandra Alper) discusses characteristics of students with severe disabilities, methods of assessment, curriculum modifications, instructional strategies, transition into inclusive settings, and technological aids. A 23-item annotated bibliography concludes the book. (Contains 45 references.) (DB)
Corwin Press, Inc., 2455 Teller Road, Thousand Oaks, CA 91320-2218 ($15).
Publication Type: Guides - Non-Classroom; Books
Education Level: N/A
Audience: Administrators; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A