Efnisyfirlit

• Cover
• Title Page
• Copyright
• Contents
• Foreword Dianne L. Ferguson
• Acknowledgments
• Introduction: Teaching for Inclusion
• Premises of the Book
• Eight Principles of Inclusive Teaching Derived from Teacher Practice
• Theoretical Foundations of the Book
• An Ethnographic Focus: The Research Investigations Underlying This Book
• Organization of This Book
• 1. Teachers-in-School
• Building a Classroom Family
• Achieving a Transparent Community
• Developing a Pedagogical Vision for All Students
• Collaborating for Inclusion and Social Justice
• Conclusion: Piecing Together the Experiences of Educators
• 2. Place and Time in the Grammar of Schooling
• Learning in Place, Learning for Community
• Time, Place, and Place-Time: The Struggles and Consequences of Individualization
• Maneuvering Place-Time for Student Success: Two Stories
• 3. Straddling, Resolving, and Transforming Competing Paradigms
• Adopting Both Mechanistic and Constructivist Methodologies Simultaneously
• Securing a Professional Identity: Working Within and Across General and Special Boundaries
• The Ambiguity and Messiness of Inclusive Instructional Practice
• 4. Interpreting for Accessibility and Inclusion
• Teachers as Interpreters and Facilitators of Stories to Promote Inclusion
• Achieving Access Through Interpretation: How Teachers Put Stories to Work
• Accessibility as Speaking-for and Speaking-with Students
• 5. Working for Community: The Role of Families
• Developing Communities for Inclusion… With or Without Families
• Locating Self, Students, and Families: Distributed Learning and Narrative Complexity
• Learning to Listen
• 6. Shifting Perspectives: Teachers as Teacher Educators
• Teachers Supporting Colleagues
• Taking the Long Road: Differentiating Support Needs for Peer Development
• Shifting Mindsets: Learning from Elena, Paul, Julie, and Blair
• 7. Learning from Teachers’ Work: Toward Inclusion as a Pedagogy of Deferral
• The Interpretive Stance Toward Teacher Practice Reflected in This Book
• New Concepts for Inclusion: The Affordance of U.S. Third World Feminism
• Inclusion as a Pedagogy of Deferral
• In Sum . . .
• References
• Index
• About the Author