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  140111s2014 xx o 000 engd

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  ▼a  9781317789406
  ▼q  (electronic bk.)

• 020

  ▼a  1317789407
  ▼q  (electronic bk.)

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  ▼a  AU@
  ▼b  000058372211

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  ▼a  DEBSZ
  ▼b  40556077X

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  ▼a  (OCoLC)867928569

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  ▼a  EBLCP
  ▼b  eng
  ▼c  EBLCP
  ▼d  N$T
  ▼d  OCLCQ
  ▼d  OCLCO
  ▼d  DEBSZ
  ▼d  OCLCQ
  ▼d  OCLCF
  ▼d  248023
  ▼d  OCLCQ
  ▼e  pn

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  ▼a  n-us---

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  ▼a  LC1201 .I538 2014

• 082

  ▼a  371.9/046
  ▼a  371.9046

• 100

  ▼a  Pfeiffer, Steven I.

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  ▼a  Inclusion Practices with Special Needs Students
  ▼h  [electronic resource]:
  ▼b  Education, Training, and Application.

• 260

  ▼a  Hoboken:
  ▼b  Taylor and Francis,
  ▼c  2014.

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  ▼a  1 online resource (217 pages).

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  ▼a  text
  ▼b  txt
  ▼2  rdacontent

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  ▼a  computer
  ▼b  c
  ▼2  rdamedia

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  ▼a  online resource
  ▼b  cr
  ▼2  rdacarrier

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  ▼a  Least Restrictive Environment and Inclusion: Differing Definitions.

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  ▼a  Cover; Title Page; Copyright Page; Table of Contents; Introduction; Inclusion of Disabled Children and School Reform:A Historical Perspective; Special Education in America; Early American Public Schooling; The Mainstreaming Movement; The Regular Educational Initiative (REI): Bridging Regularand Special Education; The Inclusion Movement: A Continuation of the Debate Over Place; Shifts in Ideology; Influence ofNational Professional Organizations; Recent National Educational Initiatives; Contributions of the Psychologist in the Inclusion Movement; Some Critical Issues and Questions; Conclusion.

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  ▼a  Inclusion and Students with Emotional/Behavioral DisordersPoint/Counterpoint; The Position Against Full Inclusion; Curriculum; Social Acceptance and Competence Issues; Mental Health Support in General Education Classrooms; Legal Considerations; The Position in Support of Full Inclusion; Closing Comments; Inclusion and Students with Mental Retardation:Theoretical Perspectives and Implications; Conceptual Issues Regarding Inclusion Terminology; Definitions of Mental Retardation; Academic Outcomes and Inclusion; Tolerance Theory and a Model ofJoint Outcome Production.

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  ▼a  Do the Learning Characteristics and Needs of Studentswith MR Differ?Are New and Improved Instructional Technologies BeingEmployed?; Can Teachers Perform Better?; Can Sufficient Resources Be Infused into General Classes?; Conclusion; Social Outcomes and Inclusion; An Alternative Model of Acceptance and Severity of Disability; The Role of Contextual Group Characteristics; Conclusion; Inclusion: Welcoming, Valuing, and Supporting the Diverse Learning Needs of All Students in Shared GeneralEducation Environments; Historical Trend Toward Inclusive Education.

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  ▼a  Inclusion as Part and Parcel ofEducational ReformWho are Students with ""Severe Disabilities""? Why are they Considered so Challenging to Educate?; Rationale and Data in Support of Inclusive Education; Efficacy Data: How Good Is Separate Special Education?; Federal Legislation and Case Law; Philosophical Rationale; Eight Factors for Successful Inclusive Practice: Changing Roles of Special Services Personnel; Factor 1: Visionary Leadership; Factor 2: Collaboration; Factor 3: Refocused Use ofAssessment; Factor 4: Support for Students and Staff; Factor 5: Effective Parental Involvement.

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  ▼a  Factor 6: Implementation ofEffective Program ModelsFactor 7: Effective Classroom Practices; Factor 8: Funding; Implications of Inclusion for a 21st Century Democracy; Interagency Collaboration: Recurring Obstaclesand Some Possible Solutions; Obstacles to Interagency Collaboration; Informational/Skill-Set Barriers; Attitudinal Barriers; Organizational/Regulatory Barriers; Strategies for Improving Interagency Collaboration; Increasing Knowledge; Increasing Skills; Building a Commitment to Collaboration; Unanswered Questions; Discussion; Legal and Ethical Issues of Inclusion.

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  ▼a  Explore the challenges, opportunities, and pitfalls of the inclusion of students with disabilities in your classroom!Exciting, complex, and challenging shifts in American education are occurring today. First, schools are moving to embrace student diversity and accommodate the classroom experience to support diverse ways of organizing students for learning. Second, teachers are moving away from a traditional didactic instructional mode and embracing a facilitator role that encourages creating innovative classroom learning opportunities. Third, there is a shift from the view of the sch.

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  ▼a  Print version record.

• 650

  ▼a  Inclusive education
  ▼z  United States.

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  ▼a  Mainstreaming in education
  ▼z  United States.

• 700

  ▼a  Reddy, Linda A.

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  ▼i  Print version:
  ▼a  Pfeiffer, Steven I.
  ▼t  Inclusion Practices with Special Needs Students : Education, Training, and Application.
  ▼d  Hoboken : Taylor and Francis, ©2014,
  ▼z  9780789008435

• 856

  ▼u  http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=685167

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  ▼a  강리원
  ▼b  강리원

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  ▼a  eBook