ERIC Number: ED402719
Record Type: RIE
Publication Date: 1996
Inclusion: A Practical Guide for Parents--Tools To Enhance Your Child's Success in Learning.
Moore, Lorraine O.
This book offers guidance for parents concerning their children with disabilities who are being educated in inclusive settings. It provides background information about how children learn and the specific difficulties experienced by children with learning problems. It suggests strategies for creating better learning environments at home and at school and for helping with reading, math, and writing skills. The book informs parents on how to measure their child's learning progress through formal ways (standardized tests, report cards) and informal ways (teacher observation, assessment of daily work and projects). Individual chapters cover the topics of: (1) inclusive education as a shared responsibility of home and school; (2) principles of collaboration between home and school; (3) reasons for learning difficulties (including specific difficulties experienced by students with a variety of mental, emotional, and physical impairments); (4) learning about the child as a student; (5) charting the child's progress; (6) creating a home environment for learning; (7) strategies for helping the child with homework; and (8) experiences and insights of parents. Appended are 22 forms for parents to use with their child or educators, a bibliography, a list of resources, and a glossary. (Contains 37 references.) (DB)
Descriptors: Disabilities, Educational Environment, Elementary Secondary Education, Family Environment, Homework, Inclusive Schools, Learning Problems, Learning Processes, Mainstreaming, Parent Participation, Parent School Relationship, Parent Student Relationship, Parent Teacher Cooperation, Parents as Teachers, Recordkeeping, Records (Forms), Student Evaluation
Peytral Publications, P.O. Box 1162, Minnetonka, MN 55345; telephone: 612-949-8707; fax: 612-906-9777 ($19.95).
Publication Type: Guides - Non-Classroom
Education Level: N/A
Authoring Institution: N/A