Inclusive instruction and students with emotional and behavioral disorders : pulling back the curtain / John William McKenna and Reesha Adamson.

Colaborador(es): McKenna, John William, 1963- [ed.] | Adamson, Reesha [ed.]Tipo de material: TextoTextoDetalles de publicación: Lanham Maryland : Lexington books, 2020Descripción: vi, 216 p. : il. ; 24 cmISBN: 9781498596428 (Cloth); 9781498596442 (Paperback)Tema(s): Educación inclusiva -- Educación | Maestros de educación especial | PedagogíaClasificación LoC:LC1200 | I526 2020
Contenidos:
Introduction -- Free appropriate public education: The foundation of special education -- Practices for improving academic achievement: Lessons learned and limitations of intervention research -- Explicit vocabulary instruction in the inclusive classroom -- Use of graphic organizers to improve academic content acquisition -- Writing instructional strategies for elementary age students with emotional and behavioral disabilities / by Robai Werunga -- Inclusive mathematics practices for students with emotional disturbance / by Jessica Nelson -- Differentiation of instructions for students with emotional disturbance -- Using technology to support inclusive instruction for students with emotional disturbance -- Use of daily progress reports and behavioral contracts to support inclusive education -- Function based thinking to support inclusive instruction -- Trauma informed support: Considerations for students with ED who have experienced trauma / by Felicity Post -- The false promise of learning styles based instruction / by John William McKenna, Reesha Adamson, and Eliza Bobek -- Progress monitoring in the inclusive classroom -- Collaboration in inclusive instruction for students with ED -- Abandoning readiness / by Maria Kolbe, Inclusion Facilitator -- Closing commentary.
Resumen: "This book is essential reading for stakeholders invested in inclusive instruction for students with emotional disturbance (ED). Research and policy-based recommendations are provided, as are resources for school-based practitioners and parents/guardians alike"-- Provided by publisher.
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Existencias
Tipo de ítem Biblioteca actual Colección Signatura Copia número Estado Fecha de vencimiento Código de barras
Libro Libro Facultad de Pedagogía e Innovación Educativa
Acervo General LC1200 I526 2020 (Browse shelf(Abre debajo)) 1 Disponible PDA004459

Incluye referencias bibliográficas e índice.

Introduction -- Free appropriate public education: The foundation of special education -- Practices for improving academic achievement: Lessons learned and limitations of intervention research -- Explicit vocabulary instruction in the inclusive classroom -- Use of graphic organizers to improve academic content acquisition -- Writing instructional strategies for elementary age students with emotional and behavioral disabilities / by Robai Werunga -- Inclusive mathematics practices for students with emotional disturbance / by Jessica Nelson -- Differentiation of instructions for students with emotional disturbance -- Using technology to support inclusive instruction for students with emotional disturbance -- Use of daily progress reports and behavioral contracts to support inclusive education -- Function based thinking to support inclusive instruction -- Trauma informed support: Considerations for students with ED who have experienced trauma / by Felicity Post -- The false promise of learning styles based instruction / by John William McKenna, Reesha Adamson, and Eliza Bobek -- Progress monitoring in the inclusive classroom -- Collaboration in inclusive instruction for students with ED -- Abandoning readiness / by Maria Kolbe, Inclusion Facilitator -- Closing commentary.

"This book is essential reading for stakeholders invested in inclusive instruction for students with emotional disturbance (ED). Research and policy-based recommendations are provided, as are resources for school-based practitioners and parents/guardians alike"-- Provided by publisher.

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