ERIC Number: ED481026
Record Type: RIE
Publication Date: 2002
Reference Count: N/A
Teaching Students with Special Needs in the 21st-Century Classroom. A Scarecrow Education Book.
Mayberry, Sally Cox; Lazarus, Brenda Belson
This book offers educators both background information and practical guidance for implementing the inclusion of students with special needs in their classrooms. Part 1 provides background information with chapters on what inclusion is, an historical perspective and the laws, the rationale for inclusion, definitions of specific disabilities, and development of an Individualized Education Program. Part 2 offers positive steps to inclusion with discussion of curriculum adaptations, multiple intelligences, authentic assessment, and constructivist learning. Obstacles to managing the change to inclusion are considered in part 3 with chapters on inadequate teacher preparation, co-teaching, and grading procedures. Part 4 focuses on structuring the classroom. Chapters address involving other students through awareness activities; utilizing parents as partners; the interdisciplinary and integrated curriculum; and strategies for success. Part 5 is specifically on classroom implementation with chapters on social skill development, communication and collaboration, implementing technology, and bibliotherapy. (Contains 85 references.) (DB)
Descriptors: Bibliotherapy, Classroom Environment, Computer Uses in Education, Constructivism (Learning), Curriculum Development, Definitions, Disabilities, Elementary Secondary Education, Inclusive Schools, Individualized Education Programs, Integrated Curriculum, Interpersonal Competence, Multiple Intelligences, Parent Teacher Cooperation, Peer Relationship, Program Development, Program Implementation, Special Needs Students
Scarecrow Education, 4501 Forbes Blvd., Suite 200, Lanham, MD 20706 ($18.95). Tel: 800-462-6420 (Toll Free); Fax: 717-794-3803; e-mail: email@example.com; Web site: http://www.scarecroweducation.com.
Publication Type: Books; Guides - Non-Classroom
Education Level: N/A
Authoring Institution: N/A