This volume focuses on an inclusive pedagogical approach for
enhancing teaching and learning in key areas of curriculum
including: literacy, mathematics, science, social studies, and the
arts. In the introductory chapters, the concept of inclusive
pedagogy is framed in relation to the actions of teachers in
providing quality teaching and learning experiences for everyone in
inclusive classrooms. Unlike much of what has previously occurred
in inclusive practice the approach does not differentiate by
providing alternative teaching and learning for students who are
different. Focusing on what is to be learned in a particular
subject area, the intention is to avoid the issues associated with
defining some learners as different.
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