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Psychology For Inclusive Education

Author: Ruth Kershner
Publisher: Taylor & Francis
ISBN: 0415390494
Size: 67.13 MB
Format: PDF
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What can psychology offer inclusive education? Traditionally, special education has looked to psychology for many of its theoretical resources and practical strategies. While those seeking to promote more inclusive education have tended to see psychology and psychologists as part of the problem by providing a rationale for segregation. However, in practice many psychologists today are developing inclusive ways of working, and are paying attention to psychological theories that underpin inclusive education. Psychology for Inclusive Education reframes the contribution of psychology in terms of its relevance to inclusion and will show how psychological theories of learning and human development are compatible with inclusive education. Part 1 explores psychological theories relevant to understanding inclusive education and Part 2 looks at how psychology can contribute to promoting more inclusive education in practice. Chapters cover: how psychologists can collaborate with teachers for inclusive solutions Vygotsky's theories of learning and their significance for inclusion the challenge of developing pedagogies for inclusion sociocultural understandings of learning in inclusive classrooms the role of emotion in learning and inclusion cooperative learning and inclusion the challenges and tensions of inclusion and high standards for schools the practice of dynamic assessment as an inclusive alternative to IQ social justice and inclusive psychology Bringing together a highly distinguished list of international contributors from the UK, USA and South Africa and including practising educational psychologists, this book will link theory to practice in schools and classrooms. International in focus and at the very cutting edge of the field, this is essential reading for all those interested in the development of inclusive education.

The Psychology Of Education

Author: Martyn Long
Publisher: Routledge
ISBN: 1136889213
Size: 79.93 MB
Format: PDF
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Written in an accessible and engaging style, this second edition of The Psychology of Education addresses key concepts from psychology which relate to education. Throughout the text the author team emphasise an evidence-based approach, providing practical suggestions to improve learning outcomes, while fictional case studies are used in this new edition to provide students with a sense of what psychological issues can look like in the classroom. Activities around these case studies give students the chance to think about how to apply their theoretical knowledge to these real-world contexts. ‘Key implications’ are drawn out at appropriate points, and throughout the book students are provided with strategies for interrogating evidence. Key terms are glossed throughout the book and chapters are summarised and followed by suggestions for further reading. A chapter on Learning interactions and social worlds is new to this edition. The following chapters have all been extensively updated: Learning Assessment Individual differences and achievement Student engagement and motivation The educational context Society and culture Language Literacy Inclusive education and special educational needs Behaviour problems Dealing with behaviour problems. This book is essential reading for undergraduate students of Education Studies and Psychology as well as trainee teachers on BA, BEd and PGCE courses. It will also be of use to postgraduates training to be educational psychologists.

The Sage Handbook Of Special Education

Author: Lani Florian
Publisher: SAGE
ISBN: 1473971292
Size: 34.93 MB
Format: PDF, ePub, Mobi
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The second edition of The SAGE Handbook of Special Education provides a comprehensive overview of special education, offering a wide range of views on key issues from all over the world. The contributors bring together up-to-date theory, research and innovations in practice, with an emphasis on future directions for the role of special education in a global context of inclusion. This brand new edition features: " New chapters on families, interagency collaboration and issues of lifelong learning " The UN Convention on the Rights of Persons with Disabilities " Policy reform proposals " Equity and social justice in education " The impact of new thinking on assessment " Issues and developments in classification " The preparation and qualifications that teachers need The Handbook's breadth, clarity and academic rigour will make it essential reading for researchers and postgraduate students, and also for practitioners, teachers, school managers and administrators.

The Art Of Effective Facilitation

Author: Lisa M. Landreman
Publisher: Stylus Publishing, LLC
ISBN: 1579229794
Size: 21.70 MB
Format: PDF
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How can I apply learning and social justice theory to become a better facilitator? Should I prepare differently for workshops around specific identities? How do I effectively respond when things aren’t going as planned? This book is intended for the increasing number of faculty and student affairs administrators – at whatever their level of experience -- who are being are asked to become social justice educators to prepare students to live successfully within, and contribute to, an equitable multicultural society. It will enable facilitators to create programs that go beyond superficial discussion of the issues to fundamentally address the structural and cultural causes of inequity, and provide students with the knowledge and skills to work for a more just society. Beyond theory, design, techniques and advice on practice, the book concludes with a section on supporting student social action. The authors illuminate the art and complexity of facilitation, describe multiple approaches, and discuss the necessary and ongoing reflection process. What sets this book apart is how the authors illustrate these practices through personal narratives of challenges encountered, and by admitting to their struggles and mistakes. They emphasize the need to prepare by taking into account such considerations as the developmental readiness of the participants, and the particular issues and historical context of the campus, before designing and facilitating a social justice training or selecting specific exercises. They pay particular attention to the struggle to teach the goals of social justice education in a language that can be embraced by the general public, and to connect its structural and contextual analyses to real issues inside and outside the classroom. The book is informed by the recognition that “the magic is almost never in the exercise or the handout but, instead, is in the facilitation”; and by the authors’ commitment to help educators identify and analyze dehumanizing processes on their campuses and in society at large, reflect on their own socialization, and engage in proactive strategies to dismantle oppression.

Multi Disciplinary Handbook Of Social Exclusion Research

Author: Dominic Abrams
Publisher: Wiley
ISBN: 9780470095133
Size: 31.31 MB
Format: PDF
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Social exclusion is a key problem for policy makers, researchers and professionals worldwide. Despite this, the debate lacks a dominant disciplinary focus. This innovative handbook covers evidence from key research and policy to offer cross-disciplinary perspectives on major areas of social exclusion. Focusing on central policy domains including education, healthcare and crime, it is structured so as to relate evidence to the state of social exclusion and the mechanisms by which it can be tackled. It book will be an unrivalled reference for academics and practitioners working across disciplines including housing, education, psychology, political science, healthcare, sociology and law.

Inclusive Education For Students With Intellectual Disabilities

Author: Rhonda G. Craven
Publisher: IAP
ISBN: 1681230003
Size: 31.73 MB
Format: PDF, ePub, Mobi
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As a social justice endeavor, one of the goals of inclusive education is to bolster the education of all students by promoting equal opportunities for all, and investing sufficient support, curriculum and pedagogy that cultivates high selfconcepts, emphasizes students’ strengths rather than weaknesses, and assists students to reach their optimal potential to make a contribution to society. Dedicated to the identification of international strategies to achieve this goal, Inclusive Education for Students with Intellectual Disabilities presents examples of theory, research, policy, and practice that will advance our understanding of how best to educate and more generally structure educational environments to promote social justice and equity. Importantly, this discussion transcends research methodology, context, and geographical locations and may lead to farreaching applications. As such, the focus is placed on researchderived educational and psychoeducative practices that seed success for students with intellectual disabilities in inclusive educational settings and the volume showcases new directions in theory, research, and practice that may inform the education and psychosocial development of students with intellectual disabilities globally. The chapter contributors in this volume consist of 31 scholars from ten different countries, and they come from a great variety of research areas (i.e., teacher education, educational psychology, special education and disability policy, special needs and inclusive education, health sciences). This volume, with a series of subsections, offers insights and useful strategies to promote meaningful advances for students with intellectual disabilities globally.

Inclusive Teaching Presence In The Classroom

Author: Cornell Thomas
Publisher: John Wiley & Sons
ISBN: 1119036534
Size: 71.28 MB
Format: PDF
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In this volume, the authors focus on the importance of inclusiveteaching and the role faculty can play in helping students achieve,though not necessarily in the same way. To teach with a focus oninclusion means to believe that every person has the ability tolearn. It means that most individuals want to learn, to improvetheir ability to better understand the world in which they live,and to be able to navigate their pathways of life. This volume includes the following topics: • best practices for teaching students with social,economic, gender, or ethnic differences • adjustments to the teaching and learning process tofocus on inclusion • strategies for teaching that help learners connect whatthey know with the information presented • environments that maximize learners’ academic andsocial growth. The premise of inclusive teaching works to demonstrate that allpeople can and do learn. Educators and administrators canincorporate the techniques of inclusive learning and help learnersretain more information. This is the 140th volume of the quarterly Jossey-Bass highereducation series New Directions for Teaching and Learning. Itoffers a comprehensive range of ideas and techniques for improvingcollege teaching based on the experience of seasoned instructorsand the latest findings of educational and psychologicalresearchers.

Serving Students With Disabilities

Author: Holley A. Belch
Publisher: John Wiley and Sons
ISBN: 1118216652
Size: 46.87 MB
Format: PDF, ePub, Docs
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This issue examines what student services professionals can do to ensure the success of the growing population of students with disabilities. The contributors explore the critical role that community and dignity play in creating a meaningful educational experience for students with disabilities and show how to help these students gain meaningful access and full participation in campus activities. In addition to such common concerns as fulfilling legal requirements and overcoming architectural barriers, the contributors also address a full range of important issues such as effective approaches to recruitment and retention, strategies for career and academic advising, and the impact of financial resources on funding programs and services. This is the 91st issue of the quarterly journal New Directions for Student Services.

Empiricist Research On Teaching

Author: J.H. Chambers
Publisher: Kluwer Academic Pub
ISBN:
Size: 49.56 MB
Format: PDF
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This book suggests the novel thesis that there has been a pervasive misunderstanding in research on teaching. In attempting to be scientific, researchers have been empiricist. Moreover, because they have used a very restricted kind of empiricist method, their results have been only moderately useful. Thus, present-day empiricist research needs to be radically modified. Through a consideration of various kinds of theory, and through case studies, the contrast between scientific and empiricist research is drawn -- such as the difference between abstract and general concepts, and scientific and statistical experiments. Aiming at professional researchers and graduate students of research on teaching, the author argues that pedagogical researchers can try to make their work scientific, by creating scientific theory, which amongst other things interrelates abstract concepts in propositions interpretable to the world of sense experience -- but this is an immensely difficult task. Or, much more realizable, researchers can embed their work in a practical theory of pedagogy, one which takes account of the real world of teaching and the many kinds of theory currently ignored. In short, it is more realistic for pedagogical researchers to forego their scientific ambitions, to continue on their empiricist way, and to make piecemeal improvements. About the author. John H. Chambers has worked at the City University of New York, the Tasmanian State institute of Technology and at the University of London Institute of Education.

Vygotsky Today

Author: Aleksandr Grigorʹevich Asmolov
Publisher: Nova Publishers
ISBN: 9781560726166
Size: 49.64 MB
Format: PDF, Mobi
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This outstanding book examines the psychology of 'personality' within the context of the development of the changing person in a changing world. It develops a historical evolutionary approach which reveals the regularities of human development in natural evolution, the history of society and the construction of the individual life course. Personality is presented on the basis of the system methodology approach to human development.