Inclusive Urban Schools

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Douglas Fisher, Nancy Frey
P.H. Brookes, 2003 - Education - 303 pages
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What are the particular challenges of inclusion in urban elementary, middle, or high schools -- and how do teachers, administrators, and other education professionals successfully address them? Find out in this absorbing book, which uses nine in-depth case studies of actual city schools or districts to explore key issues in urban inclusive education. For each major city chapter, some of which are written by teachers and principals themselves, you'll

  • examine how they addressed a crucial topic in inclusion, such as early literacy instruction, diversity, peer relationships, access to the general curriculum, curricular adaptations, and transition
  • discover practical ideas and lessons -- complete with sample forms and worksheets -- that you can use with students of varying grade levels and disabilities
  • explore the history of their inclusion effort, diversity of their student body, and service delivery for their students with disabilities
  • learn from the commentary of leading researchers, who expand on the lessons learned and provide information about implementing inclusive reforms

Whether you're in charge of a classroom, a school, or a whole school system, you'll need this honest yet hopeful book to navigate the challenges of inclusive urban education.

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Contents

Commentary 2
25
A Triangle of Supports in South Florida
33
Preventing Reading Difficulties
59
Copyright

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About the author (2003)


Douglas Fisher, Ph.D., is Associate Professor in the College of Education, Department of Teacher Education, at San Diego State University, where he teaches classes in English language development and literacy. His background includes adolescent literacy and instructional strategies for diverse student needs. He often presents at local, state, and national conferences and has published numerous articles on reading/literacy, differentiated instruction, accommodations, and curriculum development. He serves as Director of Professional Development for the City Heights Educational Collaborative in San Diego, California.

Nancy Frey, Ph.D., is Assistant Professor in the College of Education, Department of Teacher Education, at San Diego State University, where she teaches classes in literacy and differentiated instruction. Her background includes early literacy, writing instruction, and instructional strategies for diverse learners. She is the author of numerous books and articles on curriculum development and modification and on reading/literacy. She serves as Professional Development Schools Coordinator for the City Heights Educational Collaborative in San Diego, California.

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