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Inclusive Instruction forStudents with Emotional and Behavioral
Disorders: Pulling Back the Curtain discusses the challenges of the
increasingly common practice of educating students with
disabilities in general education classrooms, citing that these
challenges are often due to the fast pace of instruction, the
emphasis on advanced concepts and skills that align with college
and career-readiness standards, and the presence of poorly
developed prerequisite skills that are necessary for traditional
academic success. This book posits that these challenges are
particularly salient to the education of students receiving special
education services for emotional disturbance (ED), as students with
ED have pervasive learning and behavioral difficulties that are
often resistant to typical instruction and intervention.
Contributors argue that despite increased awareness and application
of inclusive mindsets, school and post-school outcomes for this
student population continue to be a national concern in the United
States. In this book, contributors provide recommendations for
improving the manner in which schools serve this student population
through inclusive measures, along with resources for
administrators, teachers, and parents/guardians, that emphasize the
provision of a free appropriate public education for students with
ED. Scholars of education, disability studies, and psychology will
find this book particularly useful.
Inclusive Instruction and Students with Emotional and Behavioral
Disorders: Pulling Back the Curtain discusses the challenges of the
increasingly common practice of educating students with
disabilities in general education classrooms, citing that these
challenges are often due to the fast pace of instruction, the
emphasis on advanced concepts and skills that align with college
and career-readiness standards, and the presence of poorly
developed prerequisite skills that are necessary for traditional
academic success. This book posits that these challenges are
particularly salient to the education of students receiving special
education services for emotional disturbance (ED), as students with
ED have pervasive learning and behavioral difficulties that are
often resistant to typical instruction and intervention.
Contributors argue that despite increased awareness and application
of inclusive mindsets, school and post-school outcomes for this
student population continue to be a national concern in the United
States. In this book, contributors provide recommendations for
improving the manner in which schools serve this student population
through inclusive measures, along with resources for
administrators, teachers, and parents/guardians, that emphasize the
provision of a free appropriate public education for students with
ED. Scholars of education, disability studies, and psychology will
find this book particularly useful.
In recent years, gaps in college opportunities have contributed to
diminished social mobility and are influenced by disparities in
collegiate experiences. An integral part of the mission of colleges
and universities is to advance student achievement and prepare
students for a global society by fostering educational excellence
and ensuring equal access. In order to provide equal educational
opportunities, further study on the best practices to create a
diverse and welcoming campus community for all faculty and students
is required. Opening Pathways for Marginalized Individuals in
Higher Education examines specific case studies and stories from
the field, analyzes the research breadth for supporting the
creation of policies to foster equitable educational access, and
studies higher education inclusive policies that promote
leadership, social justice, and the health and well-being of
faculty and students. The book also helps to alleviate and remedy
issues of "historical privilege" with a lens on diversity and
support through the creation of inclusive communities of equitable
educational access. Covering a range of topics such as social
justice, accessibility, and healthy student interactions, this
reference work is ideal for academicians, researchers, scholars,
practitioners, instructors, and students.
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