Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/5755
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dc.contributor.authorKnight, Bruce Allenen
dc.contributor.authorBellert, Anneen
dc.contributor.authorGraham, Lorraineen
local.source.editorEditor(s): Chris Forlin and Ming-Gon John Lianen
dc.date.accessioned2010-05-06T10:04:00Z
dc.date.issued2008en
dc.identifier.citationReform, Inclusion and Teacher Education: Towards a new era of special education in the Asia-Pacific region, p. 169-186en
dc.identifier.isbn9780415464482en
dc.identifier.isbn9780415464475en
dc.identifier.urihttps://hdl.handle.net/1959.11/5755en
dc.description.abstractThe philosophy of inclusion is difficult to translate into practice. Forlin (1998) and Knight (2000, 2007) have reported that inclusion makes considerable demands on teachers. For special needs education to work effectively, it is essential that teachers accept responsibility for managing students' special needs and their learning. This chapter builds on the work of Bellert and Graham (2006) in exploring how teachers can meet the needs of students with learning disabilities in their classrooms. In this chapter we emphasize the role of the teacher as the manager of students' learning based on "the recurrent educational research findings that in school differences outweigh any other factor in the performance of either individual students or indeed institutions and that teacher intervention in student learning is correlated with student success" (Smith et al., 2007, p. 2). Specifically, this chapter will consider the characteristics of students with learning difficulties, approaches to overcoming obstacles to these students' successful learning and discuss research-based strategies that support students in inclusive classrooms.en
dc.languageenen
dc.publisherRoutledge Taylor & Francis Groupen
dc.relation.ispartofReform, Inclusion and Teacher Education: Towards a new era of special education in the Asia-Pacific regionen
dc.relation.isversionof1en
dc.titleGeneral Classroom Strategies to Enhance the Inclusion of Students with Learning Difficultiesen
dc.typeBook Chapteren
dc.subject.keywordsSpecial Education and Disabilityen
local.contributor.firstnameBruce Allenen
local.contributor.firstnameAnneen
local.contributor.firstnameLorraineen
local.subject.for2008130312 Special Education and Disabilityen
local.subject.seo2008930299 Teaching and Instruction not elsewhere classifieden
local.identifier.epublicationsvtls086511854en
local.profile.schoolSchool of Educationen
local.profile.emaillgraham@une.edu.auen
local.output.categoryB1en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.identifier.epublicationsrecordpes:6164en
local.publisher.placeLondon, United Kingdomen
local.identifier.totalchapters11en
local.format.startpage169en
local.format.endpage186en
local.contributor.lastnameKnighten
local.contributor.lastnameBellerten
local.contributor.lastnameGrahamen
dc.identifier.staffune-id:lgrahamen
local.profile.roleauthoren
local.profile.roleauthoren
local.profile.roleauthoren
local.identifier.unepublicationidune:5896en
dc.identifier.academiclevelAcademicen
local.title.maintitleGeneral Classroom Strategies to Enhance the Inclusion of Students with Learning Difficultiesen
local.output.categorydescriptionB1 Chapter in a Scholarly Booken
local.relation.urlhttp://trove.nla.gov.au/work/3813652en
local.relation.urlhttp://www.routledge.com/books/details/9780415464475en
local.relation.urlhttp://books.google.com.au/books?id=X0rfLl87vkcC&lpg=PP1&pg=PA169en
local.description.statisticsepubsVisitors: 278<br />Views: 280<br />Downloads: 0en
local.search.authorKnight, Bruce Allenen
local.search.authorBellert, Anneen
local.search.authorGraham, Lorraineen
local.uneassociationUnknownen
local.year.published2008en
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