Roselyn Dixon Stuart Woodcock Kathleen Tanner Leanne Woodley Amanda Webster
Release Date: 01 July 2017
This second edition of Teaching in Inclusive School Environments provides pre-service and new in-service teachers with content that will help them understand inclusive classrooms, and strategies that will cater for a diversity of student needs. It considers teaching in early childhood, primary, and secondary settings.
Rather than focussing on discrete cohorts of students this second edition considers inclusive classrooms and practices within a more diverse population. Chapters include an historical overview, anti-discrimination legislation and educational policy directives and theoretical aspects of inclusion. Inclusive practice at a classroom and whole school is considered in the context of Universal Design for Learning. Carol Tomlinson?s model of differentiation is presented within the framework of UDL and Understanding by Design and a case study is used to demonstrate theory to practice.
Key challenges for students (and teachers and parents alike) regarding inclusion are addressed. Two academic fundamentals within education are literacy and numeracy. This second edition looks at ways to support students who experience learning difficulties within the areas of literacy and numeracy and includes evidence-based strategies that are inclusive of all students within the classroom. Then the importance of social and emotional development is highlighted as these areas are vital for inclusive classrooms.
Finally, this second edition concludes with a discussion of how to create an inclusive school environment.
Roselyn Dixon (PhD) is a Senior Lecturer in Special Education at the University of Wollongong where she is the Coordinator of Special Education. She has taught in special education and inclusive settings in primary and secondary schools in both Australia and New Zealand. Her research interests focus on inclusive education, social/emotional learning, behaviour management, and technology based interventions with students that have Autism Spectrum Disorders.
Stuart Woodcock (PhD) is a Senior Lecturer at Macquarie University in inclusive education and educational psychology in the Faculty of Human Sciences. Stuart initially trained as a teacher in England. Since then he has taught in England, Canada and Australia in primary and secondary schools. His established research areas focus on inclusive education, classroom and behaviour management, and teacher self-efficacy within Australia, the United Kingdom, North America, and China.
Kathleen Tanner (PhD) lectures in post graduate inclusive education programs in the School of Education at the University of Wollongong. In the real world (outside of uni-land) she is an educational consultant. Part of this role provides her with the opportunity to program for, and work intensively with, students with specific learning difficulties. Kathleen has extensive teaching experience across a range of special education and inclusive settings in Tasmania, Queensland, Western Australia, and NSW from early childhood to tertiary. She brings personal experience of the disability sector to her teaching, including a range of advocacy roles.
Leanne Woodley (MEd) is a special education consultant for the Association of Independent Schools, NSW. Leanne works collaboratively with teachers to design inclusive learning, teaching and assessment experiences and programs to cater for all students, including those with learning difficulties, disabilities, and challenging behaviours in a variety of educational settings. Her passion in education has led to the exploration of the Universal Design for Learning (UDL) framework to improve and optimise learning for all students. Leanne has presented at national and international conferences, and lectured at the University of Wollongong.
Amanda Webster (PhD) has worked for over 30 years with students and their families as a teacher, school leader, program director, and certified behaviour analyst. Her research focuses on establishing effective inclusive school communities. Amanda is committed to incorporating the perspectives of students and families in current education programs, and has researched the factors that enable these individuals to self-advocate and be successful as they move into adulthood.
An historical introduction to inclusive education
Policies and legislation that support inclusion
Introduction to differentiation
Universal design for learning ? planning for all
Theory into practice ? UDL, UBD and differentiation
Transition: into, between and out of schools for students with extra support needs
Literacy and numeracy difficulties
Social and emotional learning
Creating an inclusive school environment
AUD $60.00 Not Available from HolisticPage