Creating Inclusive Classrooms: Effective, Differentiated and Reflective Practices, Loose-Leaf Version (8th Edition)

Salend, Spencer J.

ISBN 10: 0133591204 / ISBN 13: 9780133591200

Verlag: Pearson (edition 8), 2015

Beschreibung

Ship within 24hrs. Satisfaction 100% guaranteed. APO/FPO addresses supported.

Bestandsnummer des Verkäufers 0133591204-11-1

Bibliografische Details

• Titel: Creating Inclusive Classrooms: Effective, Differentiated and Reflective Practices, Loose-Leaf Version (8th Edition)
• Verlag: Pearson (edition 8)
• Veröffentlichungsdatum: 2015
• Sprache: Englisch
• ISBN-10: 0133591204
• ISBN-13: 9780133591200
• Bindung: Loose Leaf
• Ausgabe: 8.
• Zustand: Good

Über diesen Titel

Inhaltsangabe

A best-selling, practical, accessible text from one of the most respected authors in the field, this text features the latest practices, technologies, information research, and challenges related to the implementation of inclusion in today’s schools.     KEY TOPICS: Education, teaching, teaching methods, curriculum, special education, special needs education, special needs, inclusion, inclusive education, inclusive classrooms, and mainstreaming, Inclusion, inclusive education, mainstreaming, universal design for learning, UDL, evidence-based practices, research-based practices, and research to practice     MARKET: Designed for online and face-to-face courses, this text is rich in elementary and secondary level classroom-based videos and examples, innovative online and differentiated learning experiences that guide readers in applying and reflecting on the content presented, and case studies of effective inclusive educational practices.

Über die Autorin bzw. den Autor

Spencer Salend. A former teacher in the New York City School System, Spencer Salend is a professor at SUNY-New Paltz. Widely known for his work in translating research into practice, he has published and presented on such topics as inclusive educational practices, educational assessment, and students from culturally and linguistically diverse backgrounds. In recognition of the significance of his research and work with schools and its benefits to others, he was selected as a recipient of the State University of New York’s Faculty Scholar Award and the Chancellor’s Research Recognition Award. He has also served as a project director and program evaluator for numerous federal and state projects and has shared his work by engaging in a variety of professional development activities. He serves as an expert consultant helping the American Federation of Teachers (AFT) develop and implement a rigorous and comprehensive performance-based teacher evaluation system and professional learning program that addresses standards for highly effective teachers of students with disabilities in inclusive classrooms.