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The authors indicate what they mean by true inclusion, what inclusion is not, and who should not be conducting an inclusive program. It is not simply including a token child or two with special needs in a class. In story time, if the child is in a wheelchair and everyone else is sitting on the floor, the child is not truly included! Each child must be involved in the programming and learning.
The excitement and the challenge in true inclusion demands involvement, imagination and dedication to ensure its goals. The book is peppered with suggestions for dealing with the myriad of challenges posed by the exacting goal of inclusion.
A helpful book, a fascinating read, for teacher and parent alike! Important because it addresses the "how to" of inclusion. It can help the teacher and administrator learn to think inclusion! There has been much rhetoric about the challenge but little about how to practically make it happen. These authors provide a guide!
|Introduction: The Making of an Inclusive Program||1|
|1||The Children: Who Are They?||5|
|2||Teaching to Inclusion: How Do You Do It?||17|
|3||When Inclusion Doesn't Work||28|
|4||The Staff: Who's Running This Show?||41|
|5||Curriculum and Materials: Playdough is Playdough||69|
|6||Accessibility: How Do I Get Around In Here?||94|
|7||Evaluation: To Label Or Not To Label?||100|
|8||Specialists: How Do They Fit In?||114|
|9||Parents, Children and Staff Speak: Telling Their Own Story||155|
|10||Summary: Where Do We Go From Here?||187|
|App. 1. From Segregation to Inclusion: A Brief History of Special Education and Inclusion||204|
|App. 2. Glossary||228|
|App. 3. Sample Evaluation Checklist: Daily Living Skills||237|
|App. 4. Resources for the Classroom||243|
|About the Authors||254|