From the Back Cover
The foundation–and beauty–of this new inclusion book is its fundamental approach to teaching future teachers how to use the principles of universal design for learning (UDL), metacognitive and cognitive strategies, and project-based learning to identify potential barriers to learning, and ultimately simplify instruction, improving teachers’ confidence and skill at delivering effective instruction to all students with and without disabilities in general and special education settings. Ultimately what emerges is more than just a new book, but a resource and guide for prospective teachers and practitioners to use everyday on the job, as they work to deepen their understanding of how individuals learn, how and why learning occurs or does not occur, and how both students and teachers can utilize research-based methods to facilitate the learning process.
- A strong focus on research and individual characteristics of students with disabilities and exceptional needs, aiding teachers to make educational decisions that positively affect the learning outcomes of all of students in today’s diverse classroom.
- A strong focus on assessment helps prospective teachers learn how to select appropriate methods for assessing student learning, in both general and special education classrooms.
- Incorporates practical metacognitive (PLAN Metacognitive) and cognitive (TAKE CHARGE) strategies to structure educational decision-making in the classroom (Chapter 6).
- Concentrates on Universal Design for Learning and its seven principles (Chapter 7) as a method of designing instruction to meet the needs of a diverse group of students, those with sensory, motor, cognitive, linguistic, and affective abilities.
- Includes federal guidelines for schools and teachers, integrating technology, developing effective instructional plans and cognitive strategies, complex curriculum, and sample teaching materials used in today’s classroom.
- Special chapters on using the principles to teach basic skills of reading, writing, and mathematics.
About the Author
Rebecca B. Evers, Ed.D, is an Associate Professor in the Center for Pedagogy at Winthrop University, Rock Hill, South Carolina. Her research interests include development and evaluation of teachers’ dispositions for equity and their ability to provide effective instruction for all students.
S. Sue Spencer, Ph.D., is Associate Professor of Special Education at Winthrop University. Her research focuses on developing and validating procedures and materials for delivering effective metacognitive instruction.