Constructivism and Students With Special Needs - Bookswagon
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Home > Society and Social Sciences > Education > Teaching of students with different educational needs > Teaching of students with learning difficulties > Constructivism and Students With Special Needs: Issues in the Classroom: A Special Issue of learning Disabilities Research and Practice
Constructivism and Students With Special Needs: Issues in the Classroom: A Special Issue of learning Disabilities Research and Practice

Constructivism and Students With Special Needs: Issues in the Classroom: A Special Issue of learning Disabilities Research and Practice


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About the Book

Two important issues are at the heart of intense debate and a number of reforms concerning today's schools. One of these is pedagogy -- the art of science and teaching. A second issue regards the goals of education. Although there is widespread agreement that education involves far more than rote learning, debate continues regarding what the goals of education should be and how they should be pursued. This special issue focuses on the implications of constructivism for students with special needs--including those with learning disabilities (LD)--particularly within the current movement toward inclusion. Contributing authors were asked to consider applied classroom concerns. A central issue identified throughout was the tension between maintaining authentic, meaningful context for learning emphasized in constructivist principles and providing the level of explicit instruction needed for all students to gain important skills and strategies. Contributors provide both exemplars of integrative instruction and careful consideration of multiple issues faced by educators and students alike as they move toward implementation of constructivist principles in diverse classrooms.

Table of Contents:
Volume 11, Number 3, 1996. Contents: K.R. Harris, S. Graham, Constructivism and Students With Special Needs: Issues in the Classroom. M. Pressley, K. Hogan, R. Wharton-McDonald, J. Mistretta, S. Ettenberger, The Challenges of Instructional Scaffolding: The Challenges of Instruction That Support Student Thinking. C.D. Mercer, L. Jordan, S.P. Miller, Constructivistic Math Instruction for Diverse Learners. C.S. Englert, T.V. Mariage, A Sociocultural Perspective: Teaching Ways-of-Thinking and Ways-of-Talking in a Literacy Community. C.A MacArthur, S.S. Schwartz, S. Graham, D. Molloy, K. Harris, Integration of Strategic Instruction Into a Whole Language Classroom: A Case Study. J.L. Collins, G.V. Godinho, Help for Struggling Writers: Strategic Instruction and Social Identity Formation in High School. L.S. Fuchs, D. Fuchs, Combining Performance Assessment and Curriculum-Based Measurement to Strengthen Instructional Planning. B. Harry, N. Allen, M. McLaughlin, "Old-Fashioned, Good Teachers": African American Parents' Views of Effective Early Instruction.


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Product Details
  • ISBN-13: 9780805899085
  • Publisher: Taylor & Francis Inc
  • Publisher Imprint: Lawrence Erlbaum Associates Inc
  • Language: English
  • No of Pages: 72
  • Sub Title: Issues in the Classroom: A Special Issue of learning Disabilities Research and Practice
  • ISBN-10: 0805899081
  • Publisher Date: 01 Apr 1996
  • Binding: Paperback
  • No of Pages: 72
  • Returnable: N


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Constructivism and Students With Special Needs: Issues in the Classroom: A Special Issue of learning Disabilities Research and Practice
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