Inclusive Education: A Casebook and Readings for Prospective and Practicing Teachers

Inclusive Education: A Casebook and Readings for Prospective and Practicing Teachers

Inclusive Education: A Casebook and Readings for Prospective and Practicing Teachers

Inclusive Education: A Casebook and Readings for Prospective and Practicing Teachers

Synopsis

Inclusive Education includes two sections: readings and cases. The readings present approaches for creating inclusive classrooms and schools; their purpose is to give prospective and practicing teachers background information in curricular, instructional, assessment, and collaborative problem-solving strategies that foster inclusive education. The Casebook consists of "An Introduction to Cases" and 14 teaching cases based on actual events as experienced by the case authors that describe in rich detail the experiences of parents, students, and teachers related to inclusive education. Most of the cases pose problems or dilemmas to be resolved--including the struggles of parents seeking inclusive education for their children; students' attempts to succeed in general education classrooms; special educators', principals' and teachers' experiences as they collaborate in moving toward inclusive programs; and teachers' concerns for the future success of their students.

Excerpt

On behalf of the Joseph P. Kennedy, Jr. Foundation, I am pleased to write this foreword for Inclusive Education: A Casebook and Readings for Prospective and Practicing Teachers. This exciting new book introduces teachers to real-life experiences shared by students, their families, and educators that will better prepare them to work with students with mental retardation and other disabilities in inclusive classroom settings. Historically, university and college teacher education programs in this country have not provided any systematic training to future general educators on how to adapt their classrooms to meet the instructional needs of students with disabilities. Although a significant number of students with mental retardation and other disabilities have been placed in general education classrooms since passage of the Individuals with Disabilities Education Act in 1975, few elementary or secondary teachers have received the necessary training to meet the specialized instructional demands of this population. This is why the development of a casebook and readings by Suzanne Wade at the University of Utah is so important. Professor Wade and the parents and professionals who contributed to this project are to be applauded for making a significant contribution to teacher training that will ultimately facilitate more acceptance and support for students with mental retardation and other disabilities in U.S. schools and classrooms.

Professor Wade was one of four recipients of the Kennedy Foundation Career Development Award in 1994. In response to the growing need to better prepare general educators to work with students with mental retardation and other disabilities, the Kennedy Foundation established the career development program to provide an opportunity for university professors in general education to focus their teaching and research on creating new and innovative ways to work with special education faculty to appropriately include students with mental retardation and other disabilities in the educational mainstream. This book is the culmination of four years of curriculum development, teaching, and research for Professor . . .

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