ERIC Number: ED491317
Record Type: Non-Journal
Publication Date: 2005
Reference Count: 0
Case Studies for Inclusive Schools. Second Edition
Anderson, Peggy L.
Case Studies for "Inclusive Schools, Second Edition" presents a sampling of case studies that contain realistic problems concerning inclusion issues for teacher education students to solve. This format was chosen because the case study approach to learning is gaining in popularity as it provides students with an opportunity to apply information they've learned rather than just memorizing it. This book overviews school problems related to inclusion and provides a basic understanding of the multitude of issues related to establishing and maintaining inclusive programs. The new edition emphasizes the importance of initiating a collaborative approach to problem-solving and the growing role of technology in solving instructional problems. The number of case studies has been reduced from 70 to 50. Because of this, the material covered is presented in an in-depth manner. "Case Studies" for Inclusive Schools is great for use as a supplementary text for introductory courses in special education, for use with on-line special education courses, or for school district inservices. Each chapter includes questions and suggested activities following the case study. The content of the case questions was revised to reflect current instructional concerns, which include assistive technology, curriculum accessibility, and standards-based reform issues. This text is a must-have for anyone who aspires to or currently works with learners with all kinds of disabilities in educational settings designed to serve the needs of learners without disabilities.
Descriptors: Case Studies, Educational Technology, Inclusive Schools, Case Method (Teaching Technique), Cooperative Planning, Teacher Collaboration, Regular and Special Education Relationship, Curriculum, Academic Standards, Teacher Education
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Publication Type: Books; Reports - Descriptive
Education Level: Higher Education
Authoring Institution: N/A