Creating Inclusive Classrooms: Effective and Reflective Practices
By S. Salend. 2000
347 citations recorded by the source corpus.
View Paper: https://www.semanticscholar.org/paper/5cbcef9b099b5d5fc4ae182c52a90423c8880cdc
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
- Jane M. Sileo
- W. Montgomery
- Errol Dupoux
- E. Estrada
- Delinda van Garderen
- Clara Wolman
- T. Santangelo
- A. Durgunoğlu
Citations in the corpus
- The Application of Differentiated Instruction in Postsecondary Environments: Benefits, Challenges, and Future Directions (2009, background): “The widespread endorsement of, and interest in, differentiation is further evidenced by its integral presence in professional journals and teacher education programs (Hagger & Klinger, 2005; Mastropieri & Scruggs, 2007; Pugach, 2005; Salend, 2008).”
- Creating Culturally Responsive, Inclusive Classrooms (2001, background): “Our Increasingly Diverse Classrooms For many reasons, U.S. schools are serving a growing number of students from culturally and linguistically diverse backgrounds (Obiakor & Utley, 1997; Salend, 2001).”
- Co-Teaching: Getting to Know Your Partner (2011, background): “Effective strategies for communicating with parents include (a) using various modes of communication, (b) inviting parents to visit or attend school events, (c) engaging families in curriculum planning, and (d) providing parents with resources to help their children succeed in school (Salend, 2010).”
- FOCUS ON INCLUSION RECIPROCAL TEACHING AS A COMPREHENSION STRATEGY FOR UNDERSTANDING MATHEMATICAL WORD PROBLEMS (2004, background): “To aid students in their planning, they can be taught to look for cue words to indicate the operation to be used to solve the problem (eg, the words ‘‘all together,’’ ‘‘in all,’’ and ‘‘sum’’ suggest that the problem involves addition) (Miller & Mercer, 1993; Salend, 2001).”
- Teachers’ attitudes toward integration of students with disabilities in Haïti and the United States (2005, background): “…in South Florida so similar studies should be conducted elsewhere in the United States, particularly in rural areas where a high number of teachers may not be certified (Hammond & Ingalls, 2003) and may not have access to teacher training programmes to assist in teacher preparation (Salend, 2001).”