ERIC Number: ED425577
Record Type: RIE
Publication Date: 1999
Reference Count: N/A
The Inclusive Classroom: A Practical Guide for Educators.
Khalsa, SiriNam S.
This book offers educators, parents, administrators, and other school personnel in the elementary and lower middle-school grades a basic understanding of what is involved in making inclusion work. In chapter 1, there is an explanation of the types of disabilities and other factors determining achievement, reasons for trying inclusion, and factors in determining whether inclusion is appropriate. In chapter 2, recent research findings are provided on how to address students' different learning styles and multiple intelligences in the classroom. Chapter 3 discusses teacher teamwork, collaborative teams, and strategies for working well. Chapter 4 is dedicated to curriculum modification strategies and lesson designs that will assist all students in reaching teaching goals. Included in chapter 5 is a curriculum entitled "How To Succeed in Eight Lessons," which has been found successful in aiding children in learning how to learn. Chapter 6 discusses how to manage behavior in an inclusive classroom, including helping children with attention deficit disorders. Chapter 7 gives strategies for dealing with 10 specific negative behavior types. The last chapter discusses how to develop a partnership with parents and how parents can help. The appendix contains a list of organizations that can provide additional support. (CR)
Descriptors: Academic Accommodations (Disabilities), Behavior Modification, Classroom Environment, Classroom Techniques, Cognitive Processes, Curriculum Development, Disabilities, Educational Strategies, Elementary Education, Inclusive Schools, Learning Strategies, Middle Schools, Parent Teacher Cooperation, Teacher Collaboration, Teaching Methods, Teamwork, Testing Accommodations
Good Year Books, 1900 East Lake Avenue, Glenview, IL 60025 ($14.95).
Publication Type: Books; Guides - Non-Classroom
Education Level: N/A
Audience: Practitioners; Teachers
Authoring Institution: N/A