1# Library to Find Best eBook for Read
Author : Joan L. Ehrlich
Release : 1999
Genre : Inclusive education
Kind : eBook
Book Rating : /5 ( reviews)
Book Synopsis Perceptions of Principals, Teachers, and Parents Regarding Inclusion of Students with Disabilities by : Joan L. Ehrlich
Download or read book Perceptions of Principals, Teachers, and Parents Regarding Inclusion of Students with Disabilities written by Joan L. Ehrlich. This book was released on 1999. Available in PDF, EPUB and Kindle. Book excerpt:
Author : David J. Connor
Release : 2016
Genre : Education
Kind : eBook
Book Rating : 867/5 ( reviews)
Book Synopsis DisCrit—Disability Studies and Critical Race Theory in Education by : David J. Connor
Download or read book DisCrit—Disability Studies and Critical Race Theory in Education written by David J. Connor. This book was released on 2016. Available in PDF, EPUB and Kindle. Book excerpt: This groundbreaking volume brings together major figures in Disability Studies in Education (DSE) and Critical Race Theory (CRT) to explore some of today’s most important issues in education. Scholars examine the achievement/opportunity gaps from both historical and contemporary perspectives, as well as the overrepresentation of minority students in special education and the school-to-prison pipeline. Chapters also address school reform and the impact on students based on race, class, and dis/ability and the capacity of law and policy to include (and exclude). Readers will discover how some students are included (and excluded) within schools and society, why some citizens are afforded expanded (or limited) opportunities in life, and who moves up in the world and who is trapped at the “bottom of the well.” Contributors: D.L. Adams, Susan Baglieri, Stephen J. Ball, Alicia Broderick, Kathleen M. Collins, Nirmala Erevelles, Edward Fergus, Zanita E. Fenton, David Gillborn, Kris Guitiérrez, Kathleen A. King Thorius, Elizabeth Kozleski, Zeus Leonardo, Claustina Mahon-Reynolds, Elizabeth Mendoza, Christina Paguyo, Laurence Parker, Nicola Rollock, Paolo Tan, Sally Tomlinson, and Carol Vincent “With a stunning set of authors, this book provokes outrage and possibility at the rich intersection of critical race, class, and disability studies, refracting back on educational policy and practices, inequities and exclusions but marking also spaces for solidarities. This volume is a must-read for preservice, and long-term educators, as the fault lines of race, (dis)ability, and class meet in the belly of educational reform movements and educational justice struggles.” —Michelle Fine, distinguished professor of Critical Psychology and Urban Education, The Graduate Center, CUNY “Offers those who sincerely seek to better understand the complexity of the intersection of race/ethnicity, dis/ability, social class, and gender a stimulating read that sheds new light on the root of some of our long-standing societal and educational inequities.” —Wanda J. Blanchett, distinguished professor and dean, Rutgers University, Graduate School of Education
Author : Ana L. Cardenas-Juarez
Release : 2005
Genre :
Kind : eBook
Book Rating : /5 ( reviews)
Book Synopsis Perceptions of Teachers and Parents about the Inclusion of Students with Cognitive Disabilities and Students with Physical Disabilities by : Ana L. Cardenas-Juarez
Download or read book Perceptions of Teachers and Parents about the Inclusion of Students with Cognitive Disabilities and Students with Physical Disabilities written by Ana L. Cardenas-Juarez. This book was released on 2005. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Steven Ray Sider
Release : 2022-01-31
Genre : Education
Kind : eBook
Book Rating : 770/5 ( reviews)
Book Synopsis Leadership for Inclusive Schools by : Steven Ray Sider
Download or read book Leadership for Inclusive Schools written by Steven Ray Sider. This book was released on 2022-01-31. Available in PDF, EPUB and Kindle. Book excerpt: This book supports the professional learning of school principals, and those who aspire to be such, in development of their skills and knowledge around fostering inclusive schools for students with special education needs. The book includes 27 case stories that are based on research with school principals. Each case includes expert commentaries and resources to support principals and emerging leaders as they consider how to effectively support students with special education needs in inclusive schools. Its premise is based on the recognition that there are increasing numbers of students with disabilities and special education needs in neighbourhood schools. Principals need to develop new competencies to navigate the challenges, and benefits, of including students with special education needs into inclusive classroom settings. The book provides opportunities to build leadership competencies by considering a diversity of cases related to inclusive leadership. The cases in the book are divided among nine sections addressing the following areas: transitions, early years, elementary school cases, secondary school cases, community supports, school board/district supports, school teams, complex cases, and cases specific to new teachers. Seven cross-cutting themes are addressed in these cases including: communication, parents/caregivers, agency/efficacy, collaboration, relationships/trust, legal, and advocacy.
Author : Ahmed Afia Laroussi
Release : 2016
Genre : Elementary school principals -- Attitudes -- Case studies
Kind : eBook
Book Rating : /5 ( reviews)
Book Synopsis An Examination of the Perceptions of Elementary School Principals, General Education Teachers, and Special Education Teachers about Supportive Inclusion Practices and Processes by : Ahmed Afia Laroussi
Download or read book An Examination of the Perceptions of Elementary School Principals, General Education Teachers, and Special Education Teachers about Supportive Inclusion Practices and Processes written by Ahmed Afia Laroussi. This book was released on 2016. Available in PDF, EPUB and Kindle. Book excerpt: Abstract This dissertation focuses on the perceptions of the school principals, general education teachers, and special education teachers about practices and processes that support the inclusion program. High stake holders in schools and parents of students with disabilities are advocating for the improvement of the quality of the inclusion as an academic service delivery model. This study is significant because the number of students with disabilities being placed in the general education classroom continues to increase, and the federal and the state mandates are holding school districts and schools accountable for all students' academic performance, including students with disabilities. A collective case study approach was used in this study to explore the lived experiences of school principals, general education teachers, and special education teachers with the inclusion program. Through the lenses of Bolman and Deal's Four Frames of Leadership theoretical framework, as well as the Differentiation of Instruction model, the researcher explored the practices and processes that support the inclusion program at public elementary schools. Through semi-structured interviews, classroom observations, and document analysis, data were collected and analyzed using a constant comparative analysis approach. The first research question investigated the beliefs and attitudes school principals, general education teachers, and special education teachers perceive to support the inclusion program. The second research question inquired about the relationships they perceive to support them in implementing the inclusion program. The third research question examined the structural practices they believe support the inclusion program. The fourth research question studied the leadership aspect they perceive support the inclusion program. The fifth research question looked into the inclusiveness of instructional practices. The common themes: (a) positive attitude and self-efficacy,(b) relationships,(c) collaboration, (d) distributive leadership and resources, and (e) differentiation of instruction and accommodations emerged from data. A uniformed district policy procedure vis-a`-vis the inclusion program, a positive culture about the inclusion program, a balanced leadership approach between the human needs and the schools' goals, structures to foster collaboration, the application of the principles of the distributive leadership, and the implementation of inclusive instructional practices were evident in the schools.
