Handbook of Research on Classroom Diversity and Inclusive Education Practice

This volume contains 19 essays by education and other researchers from North America, China, Europe, and Australia, who discuss the rationale, context, pedagogies, and practices of inclusive education and classroom diversity. They outline the historical, political, and legal context of inclusive education; the nature of difference and the intersection of race, ability, class, and gender, and how traditional educational practice marginalizes students labeled as “different” and contributes to the achievement gap; policy, pedagogy, and practice to support inclusive practice and schools; and stories and case studies. They discuss topics like teacher preparation, including cultural competence, helping teachers recognize the role of race, a disability studies approach, and professional development; school-wide contexts in terms of universal design for learning, differentiation, assistive technology, social and emotional considerations, and inclusive practice; content and instruction, including early learning STEM centers, evidence-based math practices, research-based reading instruction, and inclusive recreation services and community programs; implementing practice in co-teaching, inclusive drama programs, bibliotherapy and therapeutic storytelling, and community building; and assessment. Annotation ©2017 Ringgold, Inc., Portland, OR (protoview.com)