Foundations of special and inclusive education / Cristine Nieves Aligada-Halal [and three others].

Includes bibliographical references and index.

CHAPTER 1 -- UNDERSTANDING DIVERSITY 1 -- I. DEFINITION 1 -- II. LODEN'S DIVERSITY WHEEL 3 -- III. ABILITY (AND DISABILITY) AS A DIMENSION OF DIVERSITY 6 -- IV. THE DILEMMA OF DIVERSITY 7 -- CHAPTER 2 -- ADDRESSING DIVERSITY THROUGH THE YEARS: SOECIAL AND INCLUSIVE EDUCATION 13 -- I. MODELS OF DISABILITY 14 -- II. WHAT IS SPECIAL NEEDS EDUCATIONS? 22 -- III. WHY INCLUSION? 24 -- IV. THE 2030 AGENDA 26 -- CHAPTER 3 -- MAKING SCHOOLS INCLUSIVE 34 -- A UNIFYING FRAMEWORK 34 -- I. CREATING INCLUSIVE CULTURES 36 -- II. PRODUCING INCLUSIVE POLICIES 41 -- III. EVOLVING INCLUSIVE PRACTICES 43 -- CHAPTER 4 -- COMPONENTS OF SPECIAL AND INCLUSIVE EDUCATION 54 -- I. CHILD FIND THROUGH A PRE-REFERRAL PROCESS 55 -- II. ASSESSMENT 57 -- III. PLACEMENT 61 -- IV. ACCOMMODATIONS AND CURRICULAR MODIFICATIONS 63 -- V. PARENT INVOLVEMENT 67 -- CHAPTER 5 -- TYPICAL AND A TYPICAL DEVELOPMENT AMONG CHILDREN 75 -- I. CHILD DEVELOPMENT AND ITS IMPORTANCE 75 -- II. CHILD DEVELOPMENT THEORIES 75 -- III. TYPICAL AND ATYPICAL DEVELOPMENT 77 -- IV. DOMAINS OF DEVELOPMENT 78 -- V. STAGES IN CHILD DEVELOPMENT 78 -- CHAPTER 6 -- LEARNERS WITH ADDITIONAL NEEDS 87 -- I. LEARNERS WHO ARE GIFTED AND TALENTED 87 -- II. LEARNERS WITH DIFFICULTY SEEING 90 -- III. LEARNERS WITH DIFFICULTY HEARING 91 --IV. LEARNERS WITH DIFFICULTY COMMUNICATING 93 -- V. LEARNERS WITH DIFFICULTY MOVING/WALKING 101 -- VI. LEARNERS WITH DIFFICULTY REMEMBERING AND FOCUSING 106 -- VII. LEARNERS WITH DIFFICULTY WITH SELF-CARE 121 -- CHAPTER 7 -- LEARNERS IN OTHER MARGINALIZED GROUPS 134 -- I. MARGINALIZED IN EDUCATION 134 -- II. MARGINALIZED AND INCLUSION 136 -- III. DIFFERENT LEARNERS IN MARGINALIZED GROUPS 138.

Foundations of Special and Inclusive Education is an inevitable direction to take and must be properly understood and appreciated within the context of society being open to diversity. This is what this book bases its discussion on, starting with a clarification and definition of diversity. It then discusses the historical, socio-cultural, and philosophical foundations of inclusion before proceeding to an explanation of how inclusive schools can be created and supported. Typical and atypical development among children, as well as the learning characteristics of students with special education needs, are also discussed.