Lay the foundation for inclusive, impactful classrooms where every student thrives Every student deserves an education that is meaningful, memorable, and built for them. When we design learning with intentional, universal support, the impact extends beyond individual students-it transforms entire classrooms. In Every Child Deserves a Special Education, the authors introduce five powerful mindframes that reshape the way we think about teaching, learning, and inclusion. These mindframes spark a cycle of reflection and growth, shifting not just what we do, but how we see our students, our…mehr
Lay the foundation for inclusive, impactful classrooms where every student thrives Every student deserves an education that is meaningful, memorable, and built for them. When we design learning with intentional, universal support, the impact extends beyond individual students-it transforms entire classrooms. In Every Child Deserves a Special Education, the authors introduce five powerful mindframes that reshape the way we think about teaching, learning, and inclusion. These mindframes spark a cycle of reflection and growth, shifting not just what we do, but how we see our students, our classrooms, and our role as educators. Inside, you'll find: * Five essential educator mindframes-helping you plan for both diverse learners and the diversity within each learner * Stories and examples that bring these mindframes to life through real classroom experiences * Reflection tools to help you examine and refine your own beliefs and practices True inclusion starts with how we think, not just what we do. Every Child Deserves a Special Education will help you build the mindset every classroom needs for all students to thrive.
Lee Ann Jung,PhD, is founder of Lead Inclusion, Clinical Professor at San Diego State University, and a consultant to schools worldwide. A former special education teacher and administrator, Lee Ann now spends her time in schools, working shoulder-to-shoulder with teams in their efforts to improve systems and practice. She has consulted with schools in more than 30 countries and throughout the United States in the areas of universal design for learning, inclusion, intervention, and mastery assessment and grading. Lee Ann is the author of 7 books, numerous journal articles and book chapters on inclusion, universal design, and assessment. She serves on the advisory board for Mastery Transcript Consortium, as section editor of the Routledge Encyclopedia of Education, and on the editorial board member for several professional journals. In her community, Lee Ann is a board member for Life Adventure Center, a local nonprofit with a mission of healing for those who have experienced trauma. Bring Lee Ann Jung to your school or district! Learn more at LeadInclusion.org
Inhaltsangabe
Introduction Mindframe One: Every Child Is Special Necessary for Some, Good for ALL Thinking Strategically Mindframe Two: All Students Can Achieve at High Levels Labels as Opportunity Thieves Expecting Successful Inclusion An Infused Skills Grid Mindframe Three: Differentiation Provides Multiple Pathways to Succeed What is differentiation? Differentiation is NOT a Set of Activities Differentiation Focuses on Time and Pathways Differentiation is NOT Tracking Personalization and Individualization are Not the Essence of Differentiation Mindframe Four: Instruction Can Prevent Gaps and Intervention Can Close Them A Decision-Making Model Data Meetings Mindframe Five: Assessment Has the Power to Promote Growth Misunderstandings of Formative and Summative Multiple Means of Representation Mastery Rubrics Assess WITH Students Feedback Self Assessment Connecting Self-Assessment and Feedback Conclusion
Introduction Mindframe One: Every Child Is Special Necessary for Some, Good for ALL Thinking Strategically Mindframe Two: All Students Can Achieve at High Levels Labels as Opportunity Thieves Expecting Successful Inclusion An Infused Skills Grid Mindframe Three: Differentiation Provides Multiple Pathways to Succeed What is differentiation? Differentiation is NOT a Set of Activities Differentiation Focuses on Time and Pathways Differentiation is NOT Tracking Personalization and Individualization are Not the Essence of Differentiation Mindframe Four: Instruction Can Prevent Gaps and Intervention Can Close Them A Decision-Making Model Data Meetings Mindframe Five: Assessment Has the Power to Promote Growth Misunderstandings of Formative and Summative Multiple Means of Representation Mastery Rubrics Assess WITH Students Feedback Self Assessment Connecting Self-Assessment and Feedback Conclusion
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