Successful Inclusive Practices in Middle and Secondary Schools
Successful Inclusive Practices in Middle and Secondary Schools
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中小学成功的包容性实践
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发表时间：
2005
期刊：
影响因子：
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通讯作者：
A. Liston
中科院分区：
文献类型：
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作者：
Richard A. Villa;J. Thousand;A. Nevin;A. Liston
摘要本文介绍了什么是已知的方式，中学和中学教育工作者已经改进了课程，教学和评估的做法和重组，以实现增加合作和响应所有学生的需求。它描述了七个突出使用的教学策略和四个重组策略，使中学社区成为成功的教育多样化的学生群体。一个基于实地的高中的例子说明了六个“最佳实践”，出现在采访全纳教育工作者：行政支持，持续的专业发展，合作，沟通，教学反应，并扩大真实的评估方法。在整个北美，学区数据显示，越来越多的残疾儿童作为普通教育小学、初中和高中课堂的成员充分、成功地参与其中（Villa & Thousand，2005）。最近的联邦立法为更多的残疾学生在普通教育的初中和高中教室接受教育创造了条件。2004年《残疾人教育改进法》要求残疾学生在限制最少的环境中接受普通教育课程，并结合2001年《不让一个孩子掉队法》要求所有学生都有机会获得高素质的教师，为普通和特殊教育工作者创造一个合作的环境，为学生提供核心内容，普通教育课程。尽管人们知道促进包容性学校教育的好处和关键因素，但有文件记载的中学包容性教育方案的例子并不像小学那样多（Grady和Gloeckler，2004年）。本文介绍了什么是已知的方式，中学和中学教育工作者已经改进了课程，教学和评估的做法和重组，以实现增加合作和响应所有学生的需求。它还提供了一个基于实地的高中实例，说明了包容性做法。课程、培训和评估改进以下是中学教育工作者用来提高对所有学习者需求的反应能力的七种最突出的方法的描述。这七种方法是：a）差异化教学，B）跨学科课程，c）技术的使用，d）学生合作和同伴中介教学，e）支持和适应课程的包容性，f）教学责任，和平建设和自决，以及g）学生表现的真实评估。分化抑制剂：走向通用设计框架由于每天进入教室的每个中学生都有其独特的学习特点，因此必须在课程开发、教学交付和评估方面有所区别，以促进有意义和有效的教学，不仅适用于被认为是残疾、有风险或有天赋的学生，而且适用于“据称一般”的学生（科尔，2001;汤姆林森，2001）。差异化已经发展到现在所谓的通用学习设计（UDL）。UDL是由建筑师，产品设计师，工程师和环境设计研究人员开发和使用的通用设计原则的教育应用。它用于使产品、通信和物理环境以很少或没有额外成本为尽可能多的人使用。UDL，然后，指的是创造差异化的学习经验，最大限度地减少对特定情况或个人的修改需要（迈耶和罗斯，2002; Udvari-Solner，别墅，和千，2005）。UDL使课程，材料和学校环境适用于来自不同背景和不同学习风格的学生（Meyer & Rose，2002），从而减少了基于不同表现水平或感知能力的学生隔离。…
ABSTRACT This article describes what is known about ways in which middle and secondary school educators have improved curricula, instruction, and assessment practices and reorganized to achieve increased collaboration and responsiveness for all students' needs. It describes seven prominently used instructional strategies and four reorganization strategies that allow secondary school communities to become successful at educating a diverse student population. A field-based example of a high school illustrates six "best practices" that emerged from interviews with inclusive educators: administrative support, ongoing professional development, collaboration, communication, instructional responsiveness, and expanded authentic assessment approaches. Across North America, school district data reveal a growing number of children with disabilities fully and successfully participating as members of general education elementary, middle, and secondary classrooms (Villa & Thousand, 2005). Recent federal legislation sets the stage for increased numbers of students with disabilities to be educated in general education middle and secondary classrooms. The Individuals with Disabilities Education Improvement Act of 2004 (IDEIA) requirement that students with disabilities access the general education curriculum in the least restrictive environment combines with the No Child Left Behind Act of 2001 (NCLB) requirement that all students have access to highly qualified teachers to create a context for general and special educators to collaborate to provide students access to core content in general education classes. Despite knowledge of benefits of and key factors for promoting inclusive schooling, documented examples of inclusive education programs at the secondary level are not as abundant as at the elementary level (Grady with Gloeckler, 2004). This article describes what is known about ways in which middle and secondary school educators have improved curricula, instruction, and assessment practices and reorganized to achieve increased collaboration and responsiveness for all students' needs. It also provides a field-based example of a high school that exemplifies inclusive practices. CURRICULUM, INSTRUCTION, AND ASSESSMENT IMPROVEMENTS What follows are descriptions of seven of the most prominent methods middle and secondary educators employ to increase their responsiveness to the needs of all learners. The seven methods are: a) differentiated instruction, b) interdisciplinary curriculum, c) use of technology, d) student collaboration and peer-mediated instruction, e) supports and accommodations for curricular inclusion, f) teaching responsibility, peace-making, and self-determination, and g) authentic assessment of student performance. DIFFERENTIATED INSTRUCTION: MOVING TOWARD A UNIVERSAL DESIGN FRAMEWORK Because of the unique learning characteristics of each middle or secondary student who enters the classroom everyday, differentiation in curriculum development, instructional delivery, and assessment must occur to facilitate meaningful and effective instruction not only for students perceived as disabled, at risk, or gifted, but also "allegedly average" students (Cole, 2001; Tomlinson, 2001). Differentiation has evolved to what now is known as universal design for learning (UDL). UDL is an educational application of universal design principles developed and used by architects, product designers, engineers, and environmental design researchers. It is used to make products, communications, and the physical environment usable to as many people as possible at little or no extra cost. UDL, then, refers to the creation of differentiated learning experiences that minimize the need for modifications for particular circumstances or individuals (Meyer & Rose, 2002; Udvari-Solner, Villa, & Thousand, 2005). UDL makes curriculum, materials, and school environments usable for students from different backgrounds and with different learning styles (Meyer & Rose, 2002), thus, decreasing segregation of students based on their different performance levels or perceived abilities. …