Inclusive education for students with intellectual disabilities / edited by Rhonda G. Craven (Australian Catholic University), Alexandre J. S. Morin (Australian Catholic University), Danielle Tracey (University of Western Sydney), Philip D. Parker (Australian Catholic University), and Hua Flora Zhong (Australian Catholic University).

Format:

Book

Contributor:

Craven, Rhonda G., editor.

Series:

International advances in education.

International advances in education: global initiatives for equity and social justice

Language:

English

Subjects (All):

Children with mental disabilities--Education--Cross-cultural studies.

Children with mental disabilities.

Inclusive education--Cross-cultural studies.

Inclusive education.

Physical Description:

1 online resource (358 p.)

Place of Publication:

Charlotte, North Carolina : Information Age Publishing, Inc., 2015.

Language Note:

English

Summary:

As a social justice endeavor, one of the goals of inclusive education is to bolster the education of all students by promoting equal opportunities for all, and investing sufficient support, curriculum and pedagogy that cultivates high self-concepts, emphasizes students' strengths rather than weaknesses, and assists students to reach their optimal potential to make a contribution to society. Dedicated to the identification of international strategies to achieve this goal, Inclusive Education for Students with Intellectual Disabilities presents examples of theory, research, policy, and practice that will advance our understanding of how best to educate and more generally structure educational environments to promote social justice and equity. Importantly, this discussion transcends research methodology, context, and geographical locations and may lead to far-reaching applications. As such, the focus is placed on research-derived educational and psycho-educative practices that seed success for students with intellectual disabilities in inclusive educational settings and the volume showcases new directions in theory, research, and practice that may inform the education and psychosocial development of students with intellectual disabilities globally.The chapter contributors in this volume consist of 31 scholars from ten different countries, and they come from a great variety of research areas (i.e., teacher education, educational psychology, special education and disability policy, special needs and inclusive education, health sciences). This volume, with a series of subsections, offers insights and useful strategies to promote meaningful advances for students with intellectual disabilities globally.

Contents:

Foreword / Christophe Maïano

Series introduction / Elinor L. Brown, Rhonda G. Craven, and George F. McLean

Volume introduction / Rhonda G. Craven, Alexandre J. S. Morin, Danielle Tracey, Philip D. Parker, and Hua Flora Zhong

Acknowledgements

Part I: Promoting effective transition programs to facilitate future success and opportunities

Chapter 1. An intensive early intervention program: building inclusive communities and transitioning to kindergarten / Claude L. Normand, Julie Ruel, and Lucie Leclair Arvisais

Chapter 2. A Canadian perspective on the inclusion of students with intellectual disabilities in high schools / Tiffany L. Gallagher and Sheila Bennett

Chapter 3. Starting with the end in mind: inclusive education designed to prepare students for adult life / Kathryn Best, LaRon A. Scott, and Colleen A. Thoma

Chapter 4. Enhancing the postschool outcomes of students with intellectual disabilities in Singapore: an illustrative example of developing a transition program / Mee Choo Soh and Levan Lim

Part II: Pedagogy and learning environments that enhance social justice and educational outcomes

Chapter 5. Looking back on the inclusive education career of three young adults with intellectual disabilities in the Flemish speaking part of Belgium: becoming and belonging / Geert Van Hove, Elisabeth De Schauwer, Inge Van de Putte

Chapter 6. Inclusive research and learning environments: ideas and suggestions for inclusive research and the development of supportive learning environments for children with autism and intellectual disabilities / Eija Kärnä

Chapter 7. Experiences of learning: students with intellectual disabilities in higher education in Ireland / John Kubiak and Michael Shevlin

Part III: Enabling self-determination and authentic participation in decision-making

Chapter 8. Including students with intellectual disability in decision making and future planning during and after upper-secondary education - a Finnish case study / Aino Äikäs

Chapter 9. Self-Determination and inclusive education for students with intellectual disability / Karrie A. Shogren and Michael L. Wehmeyer

Chapter 10. The next frontier - advancing quality of life and self-determination by explicating the self-concepts of children with mild intellectual disabilities / Danielle Tracey, Rhonda G. Craven, and Herb Marsh

Part IV: The agency of parents and educators as advocates for the inclusive education of students with intellectual disabilities

Chapter 11. Parent advocacy for inclusive education in the United States / Meghan M. Burke

Chapter 12. Special education teachers of children with intellectual and developmental disabilities, and teachers in inclusive and regular classrooms - differential views toward inclusive education / Frances Lai Mui Lee, Alexander Seeshing Yeung, Danielle Tracey, Katrina Barker, and Jesmond C. M. Fan

Chapter 13

Parent's capabilities and institutional conditions for children with intellectual disabilities in Austrian schools / Michaela Kramann and Gottfried Biewer

Chapter 14. The road to inclusion for children with autism spectrum disorders / Llyween Couper

About the contributors.

Notes:

Description based upon print version of record.

Includes bibliographical references.

Print version record.

ISBN:

1-68123-000-3