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Foreword | |
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Figures | |
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Preface to the second edition | |
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The case for inclusion | |
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What is inclusion? | |
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Teacher concerns about inclusive education | |
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The benefits of inclusion | |
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Case study: Outlining the process approach | |
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Key terms | |
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For discussion and reflection | |
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Further reading | |
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Who are our students with diverse learning needs? | |
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Defining diversity | |
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Using medical definitions: Special education model | |
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Using socio-political definitions: Inclusive education model | |
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Discrimination | |
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To label or not to label? | |
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Labels and teaching the full spectrum of diverse needs | |
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How do I talk about students from diverse backgrounds? | |
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Key terms | |
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For discussion and reflection | |
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Further reading | |
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Attitudes and inclusion | |
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Is history repeating itself? | |
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Attitudes | |
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Values | |
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Ideologies | |
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Facing disability | |
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Plan realistically | |
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Key terms | |
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For discussion and reflection | |
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Further reading | |
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Psychological and teacher-based assessment | |
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Intelligence tests: What are they and what are they good for? | |
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The normal curve | |
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Percentile ranks | |
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The pieces of intelligence | |
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Qualitative assessment | |
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Classroom-based assessment | |
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Assessment for learning (AFL) | |
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Key assessment for learning practices | |
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Curriculum-based assessment | |
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Specific assessment tools and strategies | |
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Key terms | |
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For discussion and reflection | |
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Further reading | |
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Collaboration | |
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Professional learning community | |
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Collaborative inquiry | |
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Teacher reflection and collaborative discussion | |
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Collaboration with the wider school community | |
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Collaboration within the inclusive classroom | |
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Collaboration with families | |
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Collaboration with students | |
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Key terms | |
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For discussion and reflection | |
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Further reading | |
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How to develop and manage an individualised program | |
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The individual program plan | |
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Role of the Program Support Group in individual program planning | |
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Compiling an individual program plan | |
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Vision statement | |
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Assessment results summary | |
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Long-term goals | |
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Specific objectives | |
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Indicators of achievement | |
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Inclusive strategies and materials | |
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Review and monitoring schedule and strategies | |
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Key terms | |
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For discussion and reflection | |
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Further reading | |
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Inclusive instructional design | |
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Defining curriculum | |
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Universal design for learning or curriculum adaptations? | |
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Universal curriculum design for learning | |
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Differentiated instruction and universal design | |
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The educational environment | |
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Curriculum adaptations and modifications | |
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Identifying links between individual objectives and the classroom curriculum | |
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Unit planning | |
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Individual lesson plans | |
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Key terms | |
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For discussion and reflection | |
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Further reading | |
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Collaborative student learning | |
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Collaborative learning arrangements | |
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Cooperative learning | |
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Enhancing the effectiveness of cooperative learning groups | |
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Peer support | |
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Key terms | |
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For discussion and reflection | |
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Further reading | |
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Organising the inclusive classroom | |
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Physical layout of the inclusive classroom | |
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Seating plans | |
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Traditional expository teaching seating plan | |
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Ability groups | |
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Heterogeneous grouping | |
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Individual learning spaces | |
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Using a combination of approaches | |
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Classroom procedures | |
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Plans for substitute teachers | |
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Meeting students' personal care needs | |
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Medication in the classroom | |
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Key terms | |
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For discussion and reflection | |
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Further reading | |
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Inclusive classroom management | |
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What is challenging behaviour? | |
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Understanding the reasons for the challenging behaviour of individuals | |
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Developing an action plan for individual students | |
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Violence and touching | |
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Building a classroom community | |
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Class meetings | |
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Classroom management tips that work | |
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Key terms | |
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For discussion and reflection | |
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Further reading | |
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Social and emotional learning | |
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What is social and emotional learning? | |
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Benefits of social and emotional learning | |
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What supports social and emotional learning? | |
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Social and emotional learning and the school curriculum | |
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Social and emotional learning programs | |
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Teachers and social and emotional competence | |
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Key terms | |
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For discussion and reflection | |
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Further reading | |
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Reflection: The key to lasting change | |
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Mentally coping with diversity | |
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The importance of practice | |
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Deliberate practice | |
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Reflecting on practice | |
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Tools for teacher reflection | |
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The effects of reflective practice on teaching | |
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Key terms | |
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For discussion and reflection | |
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Further reading | |
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Useful forms | |
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Bibliography | |
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Index | |