Teaching and Learning in Diverse and Inclusive Classrooms: Key Issues for New Teachers

by Gill Richards (Editor), Felicity Armstrong (Editor)

• Used

  Paperback
  2010

  $3.31

  How can you develop effective teaching strategies so that all the children in your classroom are included in meaningful and enriching learning experiences?

  What can you do to help young people from diverse backgrounds achieve their full potential?

  Addressing the wide variety of issues of diversity and inclusion routinely encountered in today's classrooms, this comprehensive text provides both a theoretical background and practical strategies.

  Chapters from leading figures on inclusive education present and analyse the latest debates, research studies and current initiatives, including considerations for teaching and learning and concluding with key questions for reflection and additional resources.

  Moving beyond simple theory about diversity, to what this means for real teachers' practice, the contributions focus on issues relating to values and professional practice for teachers, emphasising inclusive approaches and the importance of understanding the perspectives of learners. Topics discussed include:

  • understanding inclusive education
  • ethnic and cultural diversity
  • challenging behaviour
  • bullying
  • gender identity and sexuality
  • gifted and talented learners
  • traveller children
  • special educational needs
  • collaborative working in schools
  • the perspective of parents.

  Designed to stimulate and strengthen teachers' professional understanding, the book also reflects on legislative duties, personal values and the importance of listening to the voice of individuals who experience disadvantage in educational settings.

  Teaching and Learning in Diverse and Inclusive Classrooms is a key resource for teachers, supporting their learning throughout their initial training and early professional development. It will also be of interest to more experienced teachers interested in diversity and inclusion, particularly those mentoring NQTs through their induction and Masters level studies.