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Richard A. Villa and Jacqueline S. Thousand provide an in-depth,
research-based guide for ensuring that your school provides the
federally guaranteed ""least restrictive environment"" for students
no matter the severity of the challenges they face. Leading an
Inclusive School: Access and Success for ALL Students offers
administrators, teachers, and other educators working to promote
inclusion a wealth of information about: The history and research
base of inclusive education in the United States, including pivotal
amendments to and reauthorizations of the EHCA, landmark court
cases, and the philosophical underpinnings of the movement.
Essential curricular and instructional practices for inclusive
schools, such as heterogeneous grouping, creative problem solving,
and co-teaching. Powerful organizational structures such as
Multitiered System of Support and Schoolwide Positive Behavior
Supports to help optimize the benefits of differentiation for all
students. A conceptual framework for coordinating educational
initiatives and best practices for educating all students in
general education. Also included are vivid personal stories of
students with disabilities that illustrate how these students
flourish when they learn alongside their general education peers.
Educators who are serious about committing to the success of
learners at all levels of perceived physical, intellectual,
communication, and social/emotional ability will find the examples,
advice, and tools in this book indispensable for planning,
implementing, and promoting inclusion in their schools.
There is a long-standing debate over the relation of historical
linguistics and classical philology, especially within the purview
of the renewed interest in it during the last decades and the
recent trends that characterize philological and linguistic
studies. Ever since its appearance in the nineteenth century, the
history of this debate testifies to a turbulent coexistence and
fertile collaboration of the two disciplines, but at times also
moving along centrifugal paths. The essays in this volume address
this debate and cover various aspects of linguistic and
philological research of Greek and Latin, moving in the middle
ground where language, linguistics and philology crosscut and
cross-fertilize each other highlighting the application of
linguistic theory to the study of classical texts and drawing on
fields such as syntactic theory and pragmatics, historical
semantics and the lexicon, reconstruction and etymology,
dialectology, editorial practices, the use of corpora, and other
interdisciplinary approaches that function as hinges between
philology and linguistics.
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