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This volume focuses on an inclusive pedagogical approach for enhancing teaching and learning in key areas of curriculum including: literacy, mathematics, science, social studies, and the arts.
This volume focuses on an inclusive pedagogical approach for enhancing teaching and learning in key areas of curriculum including: literacy, mathematics, science, social studies, and the arts.
While activists, politicians and policy-makers grapple with the big picture, teachers and learners are making inclusion happen in their day-to-day lives. This unique text shows the importance and reality of curriculum and pedagogy in developing inclusive practice in a range of settings. Bringing together an exemplary collection of key articles, this Reader provides ways of thinking about inclusive curricula and pedagogy as starting points for possible action, as wel as: * illustrating how teachers can get education right or wrong for diverse learners depending on the pedagogical decisions they make; * discussing the role of the ordinary, special and inclusive pedagogy; * showing examples of teaching that elicits genuine participation and active learning; * providing case studies, and lessons from learners about what makes good teaching for them. Curriculum and Pedagogy in Inclusive Education will be inspirational reading for anyone with an interest in making inclusion happen.
Faculty across disciplines want to provide equitable and inclusive classrooms to support all students, but they are overwhelmed by the content they must cover and have no time to address equity and inclusion in their teaching. Equity and inclusion need not be seen as extra work but as important objectives that guide curriculum development. This book provides strategies to create a more purposeful, intentional curriculum that addresses equity and inclusion across disciplines without compromising content. We bring together practical lesson plans and instructional options that faculty can use and adapt to deliver content in a way that is mindful of inclusion and equity.
In this Handbook leading researchers, teacher educators, and expert practitioners speak to current and future educators and educational leaders in understandable language about the research that informs best practices for English language learners integrated into the K-12 public school system. Responding to current state and federal mandates that require educators to link their practices to sound research results, it is designed to help educators to define, select, and defend realistic educational practices that include and serve well their English language learning student populations. A critical and distinctive feature of this volume is its non-technical language that is accessible to general educators who have not been trained in the fields of second-language development and applied linguistics. Each chapter begins with a thorough discussion of the recommended practices, followed by a description of the research that supports these practices. The rigor of reported research is contained, but this research is written in a lay person’s terminology, accompanied by bibliographies for readers who wish to read about the research in technical detail. The volume is structured around four themes: • In the Elementary Classroom • In the Middle and Secondary Classroom • School and Community Collaboration • School and District Reform. Inclusive Pedagogy for English Language Learners is intended for current and future educational administrators, all educators who have a keen interest in school reform at the classroom, school, or district level, and staff developers, policy makers, parents and community groups, and anyone interested in the successful education of linguistically and culturally diverse students.
This open access book offers pioneering insights and practical methods for promoting diversity and inclusion in higher education classrooms and curricula. It highlights the growing importance of international education programs in Asia and the value of understanding student diversity in a changing, evermore interconnected world. The book explores diversity across physical, psychological and cogitative traits, socio-economic backgrounds, value systems, traditions and emerging identities, as well as diverse expectations around teaching, grading, and assessment. Chapters detail significant trends in active learning pedagogy, writing programs, language acquisition, and implications for teaching in the liberal arts, adult learners, girls and women, and Confucian heritage communities. A quality, relevant, 21st Century education should address multifaceted and intersecting forms of diversity to equip students for deep life-long learning inside and outside the classroom. This timely volume provides a unique toolkit for educators, policy-makers, and professional development experts.
The contributors to Race and Higher Education guide educators toward an understanding of how changes in the student population call for new approaches to classroom instruction, and address the need for new pedagogical practices in increasingly diverse college classrooms. Over the last few decades, U.S. colleges and universities have witnessed increasing diversity in their student bodies. Yet faculty members, operating on the notion that one pedagogy fits all students, continue to employ traditional modes of instruction. This adherence to outdated pedagogies has created potentially harmful learning environments for all students—and particularly for students of color. Race and Higher Education addresses this persistent problem, guiding educators toward a better understanding of how changes in the student population have resulted in the need for new approaches to classroom instruction. By including voices from inside classrooms along with analyses from scholarly researchers, this volume provides college and university teachers, administrators, students, and scholars with a critical instrument for improving higher education.
This 4-volume set brings together seminal articles and key writings on the theme of inclusion and diversity in education. The collection takes disability and special educational need as a starting point from which to develop a broader focus on a range of themes relating to learners who may be marginalised from educational opportunities. This includes for example members of minority ethnic communities, students excluded from schools or who are 'looked after' in public care, and other dimensions of exclusion arising from social class, gender or sexuality. The starting point for understanding inclusive education lies in social justice perspectives, and this forms the basis for the first volume. Volumes two and three focus on research aimed at developing more inclusive practices both at the levels of schools and school systems, and at the levels of inclusive pedagogy, enacted in the classroom and through the curriculum. Volume four reflects the range of voices in research on inclusive education, drawing on traditionally marginalised voices and those of learners in particular. Three cross-cutting themes are represented across all four volumes: a chronological approach, showing how key concepts and perspectives have developed in each area of the literature; identified groups of learners; developing more nuanced readings of how processes of exclusion and inclusion intersect dimensions such as disability, class and race; and, contexts for learning - such as urban education and global or comparative perspectives
Drawing from conceptual principles and empirical findings, this fully revised edition of Inclusive Education demonstrates how to empower teachers and leaders and foster professional practices that create a successful inclusive school community.
What knowledge and tools do pre- and in-service educators need to teach for and about social justice across the curriculum in K-12 classrooms? This compelling text synthesizes in one volume historical foundations, philosophic/theoretical conceptualizations, and applications of social justice education in public school classrooms. Part one details the history of the multicultural movement and the instantiation of public schooling as a social justice project. Part two connects theoretical frameworks to social justice curricula. Parts I and II are general to all K-12 classrooms. Part three provides powerful specific subject-area examples of good practice, including English as a Second Language and Special/ Exceptional Education Social Justice Pedagogy Across the Curriculum includes highlighted 'Points of Inquiry' and 'Points of Praxi's sections offering recommendations to teachers and researchers and activities, resources, and suggested readings. These features invite teachers at all stages of their careers to reflect on the role of social justice in education, particularly as it relates to their particular classrooms, schools, and communities. Relevant for any course that addresses history, theory, or practice of multicultural/social justice education, this text is ideal for classes that are not subject-level specific and serve a host of students from various backgrounds.
