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The Year of Teaching Inclusively: Building an Elementary Classroom for All Students

The Year of Teaching Inclusively: Building an Elementary Classroom for All Students

Amy J. Petersen, Caroline F. Elser, Mona Nassir Al Nassir, Jessica Stakey, Karissa Everson
Copyright: © 2017 |Pages: 17
ISBN13: 9781522525202|ISBN10: 1522525203|EISBN13: 9781522525219
DOI: 10.4018/978-1-5225-2520-2.ch014
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MLA

Petersen, Amy J., et al. "The Year of Teaching Inclusively: Building an Elementary Classroom for All Students." Handbook of Research on Classroom Diversity and Inclusive Education Practice, edited by Christina M. Curran and Amy J. Petersen, IGI Global, 2017, pp. 332-348. https://doi.org/10.4018/978-1-5225-2520-2.ch014

APA

Petersen, A. J., Elser, C. F., Al Nassir, M. N., Stakey, J., & Everson, K. (2017). The Year of Teaching Inclusively: Building an Elementary Classroom for All Students. In C. Curran & A. Petersen (Eds.), Handbook of Research on Classroom Diversity and Inclusive Education Practice (pp. 332-348). IGI Global. https://doi.org/10.4018/978-1-5225-2520-2.ch014

Chicago

Petersen, Amy J., et al. "The Year of Teaching Inclusively: Building an Elementary Classroom for All Students." In Handbook of Research on Classroom Diversity and Inclusive Education Practice, edited by Christina M. Curran and Amy J. Petersen, 332-348. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-2520-2.ch014

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Abstract

The purpose of this chapter is to explore how inclusive elementary classrooms may be constructed in ways that not only honor the individual differences that all students bring into the classroom, but also embrace those differences in ways that foster a classroom space prefaced on rigorous academic instruction for all, as well as care, empathy, and social connections that enhance learning. This chapter provides a snapshot of one inclusive elementary classroom and describes the beliefs and philosophies that underpin the classroom setting, as well as the characteristics that embody instruction and learning.

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