Creating Inclusive Classrooms Enhanced Pearson Etext Access Card : Effective, Differentiated and Reflective Practices

Salend, Spencer J.

ISBN 10: 0134019407 / ISBN 13: 9780134019406

Verlag: Pearson, 2015

Beschreibung

Bestandsnummer des Verkäufers 22213633-n

Bibliografische Details

• Titel: Creating Inclusive Classrooms Enhanced Pearson Etext Access Card : Effective, Differentiated and Reflective Practices
• Verlag: Pearson
• Erscheinungsjahr: 2015
• Sprache: Englisch
• ISBN-10: 0134019407
• ISBN-13: 9780134019406
• Zustand: New

Über diesen Titel

Inhaltsangabe

The latest information, practices, and challenges related to implementing inclusion in today′s schools. With Creating Inclusive Classrooms, you get coverage of the latest practices, research, and challenges concerning inclusion in today's diverse classrooms. The text includes elementary and secondary classroom-based examples, along with innovative learning experiences that will guide you in applying the content. For courses in inclusion / mainstreaming. Pearson eText is an easy-to-use digital textbook that you can purchase on your own or instructors can assign for their course. The mobile app lets you keep on learning, no matter where your day takes you, even offline. You can also add highlights, bookmarks, and notes in your Pearson eText to study how you like. NOTE: This ISBN is for the Pearson eText access card. Pearson eText is a fully digital delivery of Pearson content. Before purchasing, check that you have the correct ISBN. To register for and use Pearson eText, you may also need a course invite link, which your instructor will provide. Follow the instructions provided on the access card to learn more.

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.