The Oxford Encyclopedia of Inclusive and Special Education

Erscheinungsjahr 2021
ISBN: 978-0-19-087587-9
Verlag: Oxford University Press

Buch, Englisch, 1652 Seiten, Format (B × H): 198 mm x 272 mm, Gewicht: 3606 g

Throughout the world, there has been a significant shift in whether, where, and how learners are educated regardless of their socio-economic, geographic, and disability status; gender and sexual orientation; family structure; and ethnic, racial, cultural, linguistic and religious background. Recognizing that the debates, challenges, research, initiatives, and recommendations concerning the best ways to provide a high-quality education to learners with a range of diversities continue to influence educational policies and practices around the world, The Oxford Encyclopedia of Inclusive and Special Education presents the contributions of a diverse international group of established and up-and-coming scholars who discuss an array of historical, current, and emerging issues that are at the intersection of inclusive and special schooling. While the Encyclopedia addresses inclusive and special education, the primary focus is on inclusive education as an international and 21st century movement that in part reflects and rejects the foundations of special education. By presenting global perspectives addressing the foundations, effective practices, policies, and workforce preparation initiatives related to inclusive and special education, these volumes examine a range of issues that are at the nexus of inclusive and special schooling.

Autoren/Hrsg.

Weitere Mitwirkende

Sharma, Umesh

Salend, Spencer J.

Fachgebiete

• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Sonderpädagogik, Heilpädagogik

Inhaltsverzeichnis

- Addressing Dilemmas and Tensions in Inclusive Education

- Assessment to Incite and Reconceptualize Learning

- Assistive Technology to Enhance Inclusive Education

- Attitudes and Inclusion of Students with Special Educational Needs in Regular Schools

- Autism, Neurodiversity, and Inclusive Education

- Best Practices for Working with Students with Physical Disabilities

- Bridging the Gaps Between Theory and Practice of Inclusive Teacher Education

- Calibrating Professional Learning Approaches for Teachers in Inclusive Classrooms in the Context of Implementation Science

- A Collaborative Process for Incorporating Universal Design for Learning and Evidence-Based Practice into Inclusive Teacher Education Programs

- Collaborative Teacher Inquiry for Inclusive Education

- Creating Engaging Classrooms for All Learners

- Data-based Decision Making

- Differentiated Instruction and Inclusive Schooling

- Disability Studies in Education and Inclusive Education

- Diversity and Inclusion and Special Education

- Dual Certification Programs

- Effective Co-Teaching Practices within the Inclusive Classroom

- Effective Practices for Collaborating with Families and Caregivers of Children and Young Adults with Disabilities

- Effective Practices for Helping Students Transition to Post-Secondary Education

- Effective Practices for Helping Students Transition to Work

- Effective Practices for Helping Students with Neurodiversity Transition to Independent Living

- Effective Practices for Teaching All Learners in Secondary Classrooms

- Effective Practices for Teaching Content Area Reading

- Effective Practices for Teaching Self-Determination

- Effective Practices for Teaching Social Skills

- Effective Practices for Teaching Writing to Students with Disabilities in the United States

- Effective Self-Management Strategies

- Effective Strategies for Improving Reading Comprehension

- Evidence-based Practices for Teaching Learners on the Autism Spectrum

- Evidence-Based Practices for Teaching Learners who are Deaf or Hard-of-Hearing in Regular Classrooms

- Evidence-based Practices for Teaching Learners with Emotional and Behavioral Disorders

- Evidence-based Practices for Teaching Learners with Mild to Moderate Disabilities

- Evidence-based Practices for Teaching Learners with Multiple Disabilities

- Evidence-based Practices for Teaching Students with Learning Disabilities

- Evidence-based Practices for Working with Learners with Speech and Language Disabilities

- Evidence-based Practices in Special Schooling

- Examining the Cost of Special Education

- Factors to Consider While Teaching Early Numeracy Skills in an Inclusive Education Setting

- Financing Mechanisms to Support Inclusive Practice

- High Leverage Practices in Elementary Inclusive Education

- Historical and Philosophical Foundations of Inclusive Education

- Inclusion and Pacific Island Countries

- Inclusive and Special Education in Africa

- Inclusive and Special Education in Asia

- Inclusive and Special Education in Australia

- Inclusive and Special Education in Canada and the United States

- Inclusive and Special Education in Europe

- Inclusive and Special Education in the Middle East

- Inclusive and Special Education Policies in South America

- Inclusive and Special Education Services in Rural Settings

- Inclusive Education and European Educational Policy

- Inclusive Education and the Progressive Inclusionists

- Inclusive Education in Central America and the Caribbean

- Inclusive Educational Principles, Policies, and Practices in Italy

- Inclusive Societies

- Influence of Medical and Social Perspectives of Disability on Models of Inclusive Education in the United States

- In-Service Teacher Training for Inclusion

- International Policies on Inclusion

- Labeling and Inclusive Education

- Learning Strategies Instruction

- The Matter of 'Evidence' in the Inclusive Education Debate

- Models of School-Family Relations

- The Necessity for Coexistence of Equity and Excellence in Inclusive and Special Education

- New Approaches to Designing and Administering Inclusive Assessments

- Pedagogy for Inclusive Education

- Policies and Practices that Foster Education for All: Implications for Economically Poor Nations

- Policies that Foster Education for All: Implications for Economically Wealthy Nations

- Preparation of German Special Educators for the 21st Century

- Preparing Educators to Collaborate with Professionals Who Work with Learners with Complex Conditions

- Preparing Student Social Workers to Support Inclusive Education in an Indian Context

- Preparing Teaching Assistants for Including all Learners

- Principals and School Leaders' Roles in Inclusive Education

- Professional Development for Inclusive Education

- Racial and Ethnic Disproportionality in Special Education Programs

- Research Challenges and Innovative Methodologies, Approaches, and Processes

- Response to Intervention

- A Review of Existing and Potential Practices for Teaching Learners with Attention Deficit Hyperactivity Disorder

- School Choice and Inclusive Education

- School-Wide Positive Behavioral Interventions and Supports

- Shaping Sustainable Inclusion Policy through Practice

- Social Emotional Learning and Inclusion in Schools

- Sociocultural Perspectives on Curriculum, Pedagogy, and Assessment to Support Inclusive Education

- Special Education and Integrated Education in Hong Kong

- Students with Special Needs Who Are Gifted and Talented (Twice Exceptional)

- Teaching Efficacy and Inclusive Practices in Asian Countries

- Teaching Learners with Vision Impairment: An Analysis of Evidence-Based Practice

- Transforming Special Education with an Inclusive Rights-Based Approach

- Transition Planning for Inclusion

- Translating National Policies to School-Wide Practices

- Universal Design for Learning: Changing the Way We Interact with Diversity

- Using Technology to Prepare 21st-Century Educators

Über Autor(innen)

Umesh Sharma is Professor in the Faculty of Education at Monash University, Australia, where he is the Academic Head of the Educational Psychology and Inclusive Education Community. Umesh's research programs in the area of disability and inclusive education span India, Pakistan, China, Bangladesh, Fiji, the Solomon Islands, Vanuatu, and Samoa, as well as Australia, Canada, the USA, and New Zealand. His project on the development of the Pacific Indicators for Inclusive Education received the Zero award in 2016 for outstanding policy development from the United Nations in Vienna. In 2019, he was named the top Special Education Researcher in Australia based on the impact of his work locally and internationally by the Australian Chief Scientist. His main areas of research are positive behavior support, inclusive education for disadvantaged children, and policy and practice in special and inclusive education.

Spencer J. Salend is a Professor Emeritus of Educational Studies at the StateUniversity of New York at New Paltz and an educational consultant. He has published and consulted extensively on such topics as effective inclusive education policies and practices, evidence-based practices, Universal Design for Learning, classroom management techniques, educational assessment, model teacher education programs, and students from culturally and linguistically diverse backgrounds. He also has been the project director of and program evaluator for numerous international, federal, state-wide, and regional grants. He served as an expert consultant helping the American Federation of Teachers (AFT) develop and implement a performance-based teacher evaluation system and professional learning program that addresses Universal Design for Learning and highly effective practices for teachers of students with disabilities in inclusive classrooms.

In recognition of the significance and benefit of his research and externally funded projects, he was selected as a recipient of the State University of New York's Faculty Scholar Award, the Chancellor's Research Recognition Award, and the Fulbright Specialist Program.