图书简介

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

Trade Policy 买家须知