Teaching for Inclusion: Eight Principles for Effective and Equitable Practice
Lýsing:
Teaching for Inclusion shows how educators navigate the competing demands of everyday practice with examples from urban, suburban, elementary, and secondary schools. The author offers eight guiding principles that can be used to advance an inclusive pedagogy. These principles permit teachers to both acknowledge and draw from the conditions within which they work, even as they uphold their commitments to equitable schooling for students from historically marginalized groups, particularly students with disabilities.
Situated in the everyday realities of classrooms that often include mandated testing requirements and accountability policies, this book addresses multiple dimensions of inclusive practice including curricular decisionmaking, the "grammar" of schooling, the status of family communities, and the demands of professional roles. Book Features: Values teachers as contributors to the field of inclusive education, rather than technicians implementing given concepts.
Offers ways of thinking about inclusive practices that educators can adapt to their own school contexts. Captures the real dilemmas faced by classroom teachers as they implement recommended practices. Incorporates a range of perspectives, including educators, students, and families. "Naraian offers a close look at exactly how teachers manage many of the things that make pursuing teaching for inclusion so hard, messy, and contested.
Annað
- Höfundur: Srikala Naraian
- Útgáfudagur: 05/2017
- Hægt að prenta út 20 bls.
- Hægt að afrita 2 bls.
- Format:ePub
- ISBN 13: 9780807775622
- Print ISBN: 9780807758571
- ISBN 10: 0807775622
Efnisyfirlit
- Cover
- Title Page
- Copyright
- Contents
- Foreword Dianne L. Ferguson
- Acknowledgments
- Introduction: Teaching for Inclusion
- Premises of the Book
- Eight Principles of Inclusive Teaching Derived from Teacher Practice
- Theoretical Foundations of the Book
- An Ethnographic Focus: The Research Investigations Underlying This Book
- Organization of This Book
- 1. Teachers-in-School
- Building a Classroom Family
- Achieving a Transparent Community
- Developing a Pedagogical Vision for All Students
- Collaborating for Inclusion and Social Justice
- Conclusion: Piecing Together the Experiences of Educators
- 2. Place and Time in the Grammar of Schooling
- Learning in Place, Learning for Community
- Time, Place, and Place-Time: The Struggles and Consequences of Individualization
- Maneuvering Place-Time for Student Success: Two Stories
- 3. Straddling, Resolving, and Transforming Competing Paradigms
- Adopting Both Mechanistic and Constructivist Methodologies Simultaneously
- Securing a Professional Identity: Working Within and Across General and Special Boundaries
- The Ambiguity and Messiness of Inclusive Instructional Practice
- 4. Interpreting for Accessibility and Inclusion
- Teachers as Interpreters and Facilitators of Stories to Promote Inclusion
- Achieving Access Through Interpretation: How Teachers Put Stories to Work
- Accessibility as Speaking-for and Speaking-with Students
- 5. Working for Community: The Role of Families
- Developing Communities for Inclusion… With or Without Families
- Locating Self, Students, and Families: Distributed Learning and Narrative Complexity
- Learning to Listen
- 6. Shifting Perspectives: Teachers as Teacher Educators
- Teachers Supporting Colleagues
- Taking the Long Road: Differentiating Support Needs for Peer Development
- Shifting Mindsets: Learning from Elena, Paul, Julie, and Blair
- 7. Learning from Teachers’ Work: Toward Inclusion as a Pedagogy of Deferral
- The Interpretive Stance Toward Teacher Practice Reflected in This Book
- New Concepts for Inclusion: The Affordance of U.S. Third World Feminism
- Inclusion as a Pedagogy of Deferral
- In Sum . . .
- References
- Index
- About the Author
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- Gerð : 208
- Höfundur : 15655
- Útgáfuár : 2017
- Leyfi : 379