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Education for inclusion and diversity

Author: A F Ashman
Publisher: Melbourne, Vic. : Pearson Australia, [2015]
Edition/Format:   Print book : English : 5th editionView all editions and formats
Database:WorldCat
Summary:
This edition continues to build on the concept of inclusive curriculum and the diversity of learning needs. Each edition has brought innovation, matching and extending developments in teaching practices and student learning. It provides the standard that other textbooks in the field use as their model for content and presentation. This Australian text gives students a broad understanding of the principles of  Read more...
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Document Type: Book
All Authors / Contributors: A F Ashman
ISBN: 9781486005215 1486005217
OCLC Number: 864674839
Description: xix, 419 pages : illustrations ; 26 cm
Contents: Compiling a learning profile --
Appraisal procedures for allocating resources --
Self-assessment 1 --
Problem based learning REVIEW 1 --
Curriculum support --
Modified curricula --
Developmental curricula --
Individual learning and teaching plans --
Teaching for a safe classroom and positive climate --
Self-assessment 2 --
Problem based learning REVIEW 2 --
Professional development --
Formal and informal professional learning --
Self accessible resources --
Developing your professional learning plan --
Attitudes and dispositions to inclusion --
Self-assessment 3 --
Problem based learning WRAP-UP --
Facts about... Attention Deficit Hyperactivity Disorder [AOHO) --
SECTION 2 FUNDAMENTALS --
CHAPTER 4 Curriculum adaptations --
David Evans --
Problem based learning --
INTRODUCTION --
Classroom curriculum --
Principles of designing classroom curriculum --
Learning theory --
Addressing learner attributes through curriculum design --
Self-assessment 1 --
Problem based learning REVIEW 1 --
Universal Design for Learning [UDL) --
Designing curriculum for all --
Incorporating Universal Design principles in class curriculum --
Self-assessment 2 --
Problem based learning REVIEW 2 --
Using curriculum-based assessment --
Evaluating your classroom curriculum --
Big ideas --
Conspicuous strategies --
Mediated scaffolding --
Strategic integration --
Primed background knowledge --
Judicious review --
Self assessment 3 --
Problem based learning WRAP-UP --
Facts about ... Dyslexia --
CHAPTER 5 Inclusive practices --
Paul Pagliano and Robyn M. Gillies --
Problem based learning --
INTRODUCTION --
Some key issues --
Key terms --
The teaching-learning environment --
Reflecting on inclusive practices --
Finding out about your students --
Plotting attributes --
Vision, hearing, and physical ability --
Six enabling propositions INTRODUCTION --
Understandings of literacy or literacies and numeracy --
Literacy or literacies --
Numeracy --
Common abilities in literacy and numeracy --
Cognition and metacognition --
Self-assessment 1 --
Problem based learning REVIEW 1 --
Undertaking assessment --
Observational techniques and interviews --
Criterion-referenced assessment --
Curriculum-based assessment --
Dynamic assessment --
Self-reporting and self-assessment tools --
Portfolio assessment --
Formal tests --
Using assessment wisely --
Self-assessment 2 --
Problem based learning REVIEW 2 --
Approaches to instruction --
Inclusive, responsive teaching --
Universal Design for Learning [UOL) --
Differentiated instruction --
Self-assessment 3 --
Problem based learning REVIEW 3 --
Teaching literacy and numeracy --
Teaching strategies for literacy --
Teaching strategies for numeracy --
Literacy and numeracy programs --
Self-assessment 4 --
Problem based learning WRAP-UP --
Facts about... Students with learning difficulties --
SECION 4 TRANSITIONS --
CHAPTER 10 Early and middle years of schooling --
Donna Pendergast and Susanne Garvis --
Problem based learning --
INTRODUCTION --
Teaching and learning in the early years --
Early childhood initiatives, frameworks, and standards --
Play-based teaching and learning --
The transition into the early years --
Self-assessment 1 --
Problem based learning REVIEW 1 --
The middle years of schooling --
Students with special support needs --
Early-years students --
Middle-years students --
Building inclusion through community --
Inside the classroom --
Social skills and relationships --
Across the school and in the community --
Cultural capital and students' responses to school --
Self-assessment 2 --
Problem based learning REVIEW 2 --
Other factors affecting teachers' success --
Responding to small steps and slow progress --
Constructing individualised plans for learning Incidence and prevalence of behaviour problems --
What is unproductive behaviour? --
Self-assessment 1 --
Problem based learning REVIEW 1 --
School factors --
Teachers and classrooms --
Whole-school environment --
Factors outside the school --
Self-assessment 2 --
Problem based learning REVIEW 2 --
Steps and strategies toward positive management --
Assessment procedures --
Functional Behaviour Assessment [FBA] --
Changing the way we teach --
Individual classroom management strategies --
Reducing behaviour problems --
Self-assessment 3 --
Problem based learning REVIEW 3 --
Developing and implementing behaviour plans --
Individual Positive Behaviour Plan [IPBP] --
Self-assessment 4 --
Problem based learning WRAP-UP --
Facts about... Hearing and hearing impairment --
CHAPTER 8 Supporting outstanding learners --
Peter Merrotsy --
Problem based learning --
INTRODUCTION --
Understanding outstanding ability --
Defining "gifted" and "talented" --
Gagne's model of giftedness and talent --
Characteristics of outstanding students --
Self-assessment 1 --
Problem based learning REVIEW 1 --
Social and emotional development --
Perceptions of self --
Identity and self-efficacy --
Identity and outstanding ability --
Outstanding students who underachieve --
Understanding underachievement --
A taxonomy of underachievement by outstanding students --
Self-assessment 2 --
Problem based learning REVIEW 2 --
Identification --
Curriculum for outstanding students --
A blooming categorisation --
Multiple intelligences --
Compost for the educational garden --
Maker's model of curriculum differentiation --
Self-assessment 3 --
Problem based learning WRAP-UP --
Some final comments --
Facts about... Intellectual disability --
CHAPTER 9 Literacies and numeracy --
Christina E. van Kraayenoord --
Problem based learning Teaching and learning processes --
Differentiating the curriculum --
Response to Instruction [RTI) --
Explicit teaching --
Self-assessment 1 --
Problem based learning REVIEW 1 --
Peer-mediated learning --
Peer tutoring --
Cooperative learning --
Peer mediation and students with learning disabilities --
Assessing group and individual learning --
Self-assessment 2 --
Problem based learning WRAP-UP --
Facts about ... Autism Spectrum Disorder [ASD] --
CHAPTER 6 Inclusive technology --
Ruth Croser --
Problem based learning --
INTRODUCTION --
Support for digital resources and technology --
Successful use of digital technologies --
Self-assessment 1 --
Problem based learning REVIEW 1 --
The digital technologies world context --
Universal Design and technologies --
Computer and tablet technology --
The rise of the tablet as a teaching tool --
Hardware or software --
Word processing --
Spell checkers and word prediction --
Keyboards --
Mouse control alternatives --
Switches --
Voice input and text-to-speech --
Frameworks for considering technology use --
The SETI Framework --
Technology supporting access to the curriculum --
Self-assessment 2 --
Problem based learning REVIEW 2 --
Elearning and digital resources --
Assessing and implementing new technology --
Regularly assess and reassess --
Consult therapists and other experts --
Involve the family and other carers --
Learn from past experiences --
Consider the options available --
Adapt the curriculum --
Undertake a trial --
Use the SAMR model --
Self-assessment 3 --
Problem based learning REVIEW 3 --
Differentiation --
Self-assessment 4 --
Problem based learning WRAP-UP --
Facts about ... Vision and vision impairment --
SECTION 3 PRACTICES --
CHAPTER 7 Behaviour support and management --
Robert Conway --
Problem based learning --
INTRODUCTION --
Understanding behaviour in the school context --
When does behaviour become unproductive? Teaching approaches --
Joining social groups --
Establishing and maintaining friendships --
Developing self-regulation of emotions --
Improving theory-of-mind deficits --
Teaching the hidden curriculum --
Teaching how to modulate behaviour --
Tantrums, rage, and meltdowns --
Developing social skills --
Self-assessment 2 --
Problem based learning WRAP-UP --
Facts about... Gender, difference, and equity in education --
Glossary --
Cross-referenced topics --
Index.
Responsibility: edited by Adrian Ashman.

Abstract:

This edition continues to build on the concept of inclusive curriculum and the diversity of learning needs. Each edition has brought innovation, matching and extending developments in teaching practices and student learning. It provides the standard that other textbooks in the field use as their model for content and presentation. This Australian text gives students a broad understanding of the principles of inclusive education, and the ways in which teachers can accommodate the differing learning needs of their students. It has been written by experts in the field of inclusion and special needs education with the particular aim of teaching students how to apply the ideas that have been presented in each chapter.

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