000			03715cam a22004694i 4500
003			OCoLC
005			20221109194728.0
008			160801s2017 vraa 000 0 eng d
011			_aDirect search result
011			_aMARC Score : 10800(21950) : OK
020			_a0170376176
020			_a9780170376174
035			_a(ATU)b29619129
035			_a(OCoLC)956883954
040			_aAU@ _beng _erda _cAU@ _dOCLCO _dOCLCF _dYDX _dUV1 _dAU@ _dPHCSB _dOCLCQ _dATU
042			_aanuc
043			_au-at---
050		4	_aLC1203 _b.A8I521 2017
082	0	4	_a371.90460994 _223
099			_a371.90460994 INC
245	0	0	_aInclusion in action / _cPhil Foreman, Michael Arthur-Kelly, editors.
250			_a5th edition.
264		1	_aSouth Melbourne, Vic. : _bCengage Learning, _c2017.
300			_axxiv, 605 pages : _billustrations ; _c26 cm
336			_atext _btxt _2rdacontent
337			_aunmediated _bn _2rdamedia
338			_avolume _bnc _2rdacarrier
505	0		_aPart A: Inclusive Environments. 1. Introducing inclusion in education -- 2. Legislation and policies supporting inclusive practices -- 3. Practicing inclusion in diverse school communities -- Part B: Inclusive Teaching and Learning Practices. 4. Curriculum, learning, teaching and assessment adjustments -- 5. Planning effective teaching strategies -- 6. Encouraging positive interactions -- Part C: Strategies to Support Inclusive Teaching. 7. Developing communication skills -- 8. Understanding and supporting literacy competence -- 9. Understanding and supporting numeracy competence -- Part D: Inclusion Across the School Years -- 10. Inclusion in early childhood -- 11. Inclusion in primary schools -- 12. Secondary school inclusion and successful post-school transitions.
520			_aHow can classroom teachers effectively differentiate learning and teaching programs to provide for the needs of every student in their class? This best-selling text begins by asking "Why include all students?" in regular classrooms and then shows how this can be done. It outlines the philosophy of inclusive education and focuses on the use of individualised planning and effective teaching practices to maximise learning outcomes within positive and productive environments. Vignettes and narratives provide real-life examples that help put the theory in context. This fifth edition includes broader coverage of issues to do with diversity and individual differences, particularly cultural and multicultural inclusion, linguistic diversity and giftedness. There is more throughout on the universal design for learning framework and on partnerships with families, while new pedagogical features encourage readers to reflect. Throughout, it emphasises a practical, research-based approach to teaching that can be applied to support students with a range of differences and additional needs.
650		0	_aMainstreaming in education _zAustralia. _9605517
650		0	_aInclusive education _zAustralia _9704515
650		0	_aEducational equalization _zAustralia. _9370899
650		0	_aSchool integration _zAustralia. _9620167
650		0	_aChildren with disabilities _xEducation _zAustralia. _9620164
700	1		_aForeman, Phil _eeditor. _9840065
700	1		_aArthur-Kelly, Michael, _d1959- _eeditor. _9252170
776	1	8	_w(OCoLC)973370558 _w(OCoLC)973534572 _w(OCoLC)973769434 _w(OCoLC)973797997 _w(OCoLC)973911933 _w(OCoLC)974018388 _w(OCoLC)974287404 _w(OCoLC)974452869 _w(OCoLC)974554774 _w(OCoLC)986836058 _w(OCoLC)987430665
907			_a.b29619129 _b06-09-21 _c14-07-20
942			_cB
945			_a371.90460994 INC _g0 _iA566658B _j0 _lnmain _o- _p$0.00 _q- _r- _s- _t0 _u1 _v0 _w1 _x0 _y.i13663173 _z14-07-20
998			_ab _an _b14-07-20 _cm _da _feng _gvra _h0
999			_c1570072 _d1570072