Inhaltsangabe
Over the last decade, the educational context for students with disabilities has significantly changed primarily as a result of mandates contained in NCLB and IDEA. The purpose of this book is to summarize the research literature regarding how students might be provided classrooms and schools that are both inclusive and effective. Inclusive schools are defined as places where students with disabilities are valued and active participants in academic and social activities and are given supports that help them succeed. Effectiveness is addressed within the current movement toward multi-tiered systems of support and evidence-based practices that meet the demands of high-stakes accountability.
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Über die Autorin bzw. den Autor
James McLeskey is a Professor in the School of Special Education, School Psychology, and Early Childhood Studies at the University of Florida. He has extensive experience in teacher education and professional development activities related to providing high quality, inclusive services for students with disabilities.
Nancy Waldron
is a Professor in the School of Special Education, School Psychology, and Early Childhood Studies at the University of Florida. Nancy is a Professor-in-Residence at P.K. Yonge Developmental Research School, a Fellow of the American Psychological Association (APA)-Division of School Psychology, and has held various accreditation and credentialing leadership positions in the National Association of School Psychologists (NASP).
Fred Spooner
is a Professor in the Department of Special Education, and Child Development. He is known for this writing in the area of severe disabilities, specifically in teaching academic content to this population.
Bob Algozzine
is a Professor in the Department of Educational Leadership at the University of North Carolina at Charlotte. He has been a special education teacher and college professor for more than 40 years.
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Handbook of Effective Inclusive Schools: Research and Practice
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