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Introduction to Inclusive Education : Modules 1-5

ISBN: 978-0-470-16041-1
September 2008, ©2009
Introduction to Inclusive Education : Modules 1-5 (0470160411) cover image

Description

Introduction to Inclusive Education is a series of unique and flexible learning modules designed to introduce special education and to help develop effective teaching methods within an inclusive classroom setting.

Appropriate for teacher preparation and professional development special education courses, this truly modular system is aimed at increasing the skills base of students and professionals by engaging them in an interactive environment. Using WileyPLUS as the primary format, learners will have access to dynamic multimedia content specifically created to accompany the text.  Each module consists of text, interactive exercises, video clips of real classroom settings, as well as skill-testing questions and evaluative tasks. Designed for maximum flexibility, these modules are available on-line, and, if desired, with an accompanying text. The material is offered in this environment for both instructors and learners in order to meet the range of needs in the modern classroom.

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Table of Contents

MODULE 1: Disability, Ability, and Responsibility

 Opening Vignette 
       
 Disability—Whose Responsibility?
                 Inclusive Education: An International Priority
                 The Canadian Context
                 Defining Student and Teacher Responsibilities
       
 Concepts of Disability 
                 Labelling 
                 Categorical, Non-categorical, and Cross-categorical Approaches
       
 Service Delivery Alternatives
                 Special Education Classes
                 Resource Room or Withdrawal Models
                 Inclusive Classrooms
       
 Disability Categories
                 Prevalence Rates
                 Conventions of Language
       
 Definitions of Disability
                 Communication
                 Intellectual
                 Behavioural
                 Physical
                 Multiple 
                 
 Summary
 Glossary
 Additional Resources
 References


MODULE 2: Getting Ready to Teach

 Opening Vignette

 Section 1: Professional Self-Rating Checklists
                Self-Rating Checklists 2-1 and 2-2: The Organization and Management of Instructional Time

 Section 2: Classroom and Time Management Techniques that Support Instruction
                Classroom Management Routines
                Time Management Techniques

 Section 3: Planning and Presenting Lessons
                Planning the Lesson
                Instructional Tools for Meeting Diverse Learner Needs
                Introducing the Lesson
                Presenting the Lesson
                Student Interaction—Practice and Application
                Completing the Lesson
                Monitoring Progress

 Summary
 Glossary                               
 References


MODULE 3: Creating Access to Learning

 Opening Vignette

 Universal Design and Universal Access
                Why Use Universal Access?

 Adapting Instruction
                Accommodations—What Are They? 
                Instructional Adaptations: Accommodations vs. Modifications 
                Accommodations for Assessment 
                Distinguishing an Accommodation from a Modification: The "It's not fair" Complaint

 Adaptations at the Level of the Total Class
                Adaptive Questioning: Techniques to Involve all Students
                Grouping Students for Instruction
                Cooperative or Collaborative Learning
                Adaptations that Encourage Independence of Learners
                Drawing upon the Resources of Other Adults to Maximize Teaching Time
                Technology as a Resource for Universal Design and Access

 Adaptations at the Level of Individual Students
                Teacher Talk in Effective Instructional Environments
                Scaffolding
                Strategy Instruction and Modelling Thinking Skills                 

 Summary
 Glossary
 Additional Resources
 References


MODULE 4: Assessment for Learning

 Opening Vignette

 Addressing Additional Needs
               Assessment as a Process
               Differences in Meanings of the Term "Assessment"

 Assessment as Teamwork: Collaborating with Colleagues and the School Team
               Roles of Resource Teachers, Classroom Teachers, and the School Team
               Special Education Delivery Models
               Service Delivery Models in Secondary Schools

 How to Conduct Assessment for Learning
               Case Studies: Using Assessment for Learning
               Applying Assessment for Learning: Further Case Studies

 Summary
 Glossary
 Additional Resources
 References


MODULE 5: Programs and IEPs for Students with Additional Learning Needs

 Opening Vignette

 What is an IEP?

 Who Needs an IEP?

 Components of an IEP

 The Provincial Mandate of IEPs

 Developing and Implementing the IEP
               AL Step 6: What You Need to Do: Planning and Instruction
               AL Step 7: Did What You Chose to Do Work? Evaluating Success

 Case Studies: IEPs for Students with Special Needs

 Planning for Transition
 
 Collaboration: Working Together to Deliver Appropriate Programs
               Steps in Collaboration

 Tools and Resources for IEPs

 Summary
 Additional Resources
 References

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The Wiley Advantage

  • The teacher based approach of the content adheres to the overall inclusive model in Canadian provinces with a focus on teaching strategies in the inclusive classroom.
  • Using WileyPLUS as the primary content delivery system, this truly modular and interactive text provides instructors with the flexibility to choose pertinent content areas for their course and arrange the content in any desired sequence to complement their teaching plan. WileyPLUS can also help the instructor monitor and grade students’ work and keep track of their progress.   
  • Learners will be encouraged to reflect on inclusive education through the use of interactive exercises, quizzes, video sequences, and case studies, and readings that accompany each module. 
  • The focus of the content is directed at identifying specific skills teachers can incorporate into their teaching repertoire that do not expand their time commitment and that will benefit all of their students.  
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