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Book
Reviews
The
following are books that may be purchased directly from the publisher
or from various bookstores. They may provide you with greater knowledge
about specific issues in inclusion and provide resources for use
in classroom teaching, professional development, and program development
and implementation. Each review contains the book's annotation,
abstract, and recommendation for use. If you are aware of any other
books that could serve as resources to others implementing inclusion,
feel free to send that information to EMSTAC to be reviewed and
added to this list.
(Stars * indicate reviewer's favorites)
Bauer, A. (1999) Inclusion 101: How to Teach All Learners.
Baltimore, MD: Paul H. Brookes.
Abstract:
As an introduction to inclusion, this book serves to define the
legislation, court cases, structure, and everyday implications
of inclusion. Chapters include information about how children
learn, how parents get involved in school life, how teachers structure
and manage inclusive classrooms, how educators collaborate to
meet the needs of all children, and how curriculum is individualized.
Written in a textbook format, key principles and definitions are
easily accessible and chapter questions provide an opportunity
for reflection. Quotes and stories of individuals involved in
inclusive settings are included to help teachers relate to what
they are learning.
Recommended
Use:
- To
facilitate a basic understanding of inclusion and inclusive practices.
- To
reflect on the implications of inclusive environments.
- As
a quick reference for terminology and concepts.
Nolet,
V. & McLaughlin, M. (2000) Accessing the General Curriculum:
Including Students with Disabilities in Standards-Based Reform.
Thousand Oaks, CA: Corwin Press, Inc.
Abstract:
Nolet and McLaughlin define and outline the basic premise of the
legislation which promotes inclusion and the standards-based reform
movement, as well as defining in broader terms the implications
for the classroom and school. Beginning with the evolution and
definition of the Individual with Disabilities Education Act,
the authors explain the law's requirement that not only must all
students have access to the general curriculum, but also that
access must be proven through participation in standards-based
performance tasks. They go on to explain curriculum and the learning
process in detail, so as to demonstrate the intended connection
between the two (a connection they worry some teachers may not
have made). They finish the book with recommendations for implementation.
By offering more concrete ideas on teaming, designing curriculum,
and tending to Individualized Education Programs, Nolet and McLaughlin
argue that students with disabilities can successfully access
the general curriculum.
Recommended
Use:
- To
help facilitate an understanding of inclusion and how it works.
- To
define specific terms to families and community members who may
not already know them (i.e., IEP, IDEA, LRE).
- To
learn the connection between curriculum and learning styles.
- To
discover how to align IEP goals, objectives, and benchmarks by
using curriculum with modifications and adaptations.
*Sapon-Shevin,
Mara (1999) Because We Can Change the World: A Practical Guide
to Building Cooperative, Inclusive Classroom Communities. Boston,
MA: Allyn & Bacon.
Abstract:
Sapon-Shevin discusses the importance of creating a school community
which emphasizes cooperation and caring. By guiding readers through
chapters with titles such as "Sharing Ourselves With Others"
and "Working Together to Learn," She creates a sense
of schools which will serve as an ideal for society. In each chapter
she defines the vision and its challenges, as well as outlining
specific activities and resources for implementation in the classroom.
She outlines the rationale for each activity so that it can be
easily explained to stakeholders who might have questions.
Recommended
Use:
- To
create professional development activities
- To
help develop school vision and learn ways to implement it.
- To
promote and explain vision to others; getting "buy in".
- To
refer to as a resource of activities, games, songs and books to
be used in inclusive classrooms.
*Snell,
M. and Janney, R. ( 2000) Teacher's Guides to Inclusive Practices.
Baltimore, MD: Paul H. Brookes.
Abstract:
Snell and Janney define collaborative teaming in terms of its
necessity for successful inclusive practice. After providing an
overview of collaborative teaming, the authors explain in detail
how to form teams, develop teaming skills, take action on various
problems and teach collaboratively. It includes explicit guidelines
on how to develop a positive teaming situation, run meetings,
develop action plans, and problem solve issues. It also includes
a variety of reproducible forms and tools which can be used in
the school or team setting.
Recommended
Use:
- To
develop professional development activities regarding the development
of teams in school.
- To
problem solve issues which may arise in team situations.
- To
refer to as a resource for forms and guidelines regarding teaming.
*Stainback,
S. and Stainback W. (Ed.) (1996) Inclusion: A Guide for Educators.
Baltimore, MD: Paul H. Brookes.
Abstract:
Stainback and Stainback provide the philosophical and legal foundations,
as well as many practical strategies for inclusion. By collecting
works of experts in the field regarding rationale, basic strategies,
collaboration, curriculum, behavior and other issues, the editors
create firm ground from which readers can start to understand
inclusion and its implementation. Specific programs and interventions
are discussed in detail and authors include discussions of how
the programs can be used in the classroom and school community.
Recommended
Use:
- To
facilitate understanding of inclusion and its importance in schools;
to get buy in.
- To
learn about research - based programs and interventions which
can be utilized in classrooms.
- As
a reference for historical, legal and practical information regarding
inclusion.
Wilkens,
J. (2001) Group Activities to Include Students with Special Needs:
Developing Social Interactive Skills. Thousand Oaks, CA: Corwin
Press, Inc.
Abstract:
Ms. Wilkens offers a resource for improving socialization skills
for students with special needs, as well as opportunities for
students in an included environment to interact. The Guide is
divided into classroom games, gym and outdoor activities, and
ball games. Each type of game has two levels. She also codes each
activity with icons that identify what abilities are necessary
for each game. She explains how games can be adapted to meet the
needs of various students with disabilities. Each section contains
a table of contents organized by target skill so the reader can
easily identify activities to meet student needs.
Recommended
Use:
- To
refer to as a resource of classroom activities for inclusive teachers
or teams.
- To
create professional development training opportunities to improve
socialization in schools or classrooms.
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