Inclusive principles and practices in literacy education / edited by Marion Milton (School of Education, Notre Dame University (Australia), Fremantle, Australia).

Includes bibliographical references and index.

Print version record.

Front Cover; Inclusive Principles and Practices in Literacy Education; Copyright Page; Contents; List of Contributors; Foreword; Introduction; Theoretical Framework; Inclusive Literacy; Structure and Content of the Volume; References; Part I: Literacy, Inclusion and Access to the Curriculum: International Insights; Literacy and Inclusion: Current Perspectives; Introduction; Definitions: Inclusive Education; Definitions: Literacy; Literacy Education; Definition: Inclusive Literacy; The Concept of Inclusion in Practice; The Concept of Inclusive Literacy Education in Practice.

Policy and Practice in AustraliaConclusion; References; Multiliteracies, Multimodality, New Literacies and ... What Do These Mean for Literacy Education?; Introduction; Changing Views of Literacy; Multiliteracies; Multimodality; 'New Literacies' and 'Digital Literacies'; 'Reading' and 'Writing' with New Modes of Communication; Reading with Digital Compared with Print-Based Texts; Changed Writing Practices; The Integrative and Interactive Nature of Reading and Writing with Digital Texts; Moving On: Coding and Literacy; Conclusion; References.

Examining the Literacy within Numeracy to Provide Access to the Curriculum for AllIntroduction; Numeracy and Mathematics; Vocabulary and Mathematical Knowledge; Literacy and Early Numeracy; Numeracy as an Enabler of Inclusive Practice; Numeracy within and across Curricula and Education; Enhancing Access to the Curriculum through Numeracy; Personalising Learning through Numeracy; Conclusion; References; Leadership Approaches to Inclusive Education: Learning from an Irish Longitudinal Study; Introduction; The Irish Educational Context; International Perspectives on Inclusive Education.

Educational Inclusion and IrelandDescription of Our Research; Discussion of Some Findings in Relation to Related Research; Support Provision; Responding to Literacy Needs; Concluding Comments; References; Inclusive Literacy Education and Reading Assessment for Language-Minority Students and Students with Special Educational Needs in German Elementary Schools; Introduction; National Educational Standards and National Educational Assessment in Germany; DIF as a Means to Detect Group-Specific Difficulties in Reading Comprehension.

Reading Comprehension of Language-Minority Students: Investigating the Role of Academic Language FeaturesThe Concept of Academic Language; Socioeconomic and Language-Related Disparities in the Acquisition of Language Skills; Including Students with Special Educational Needs in National Educational Assessments in Germany; DIF Analyses Regarding Students with Special Educational Needs; Discussion and Implications for Inclusive Literacy Education; References; Culturally Responsive Pedagogy, Science Literacy, and Urban Underrepresented Science Students.

This volume draws together research and practice from the fields of literacy education and inclusion. It provides an insight into current theory, research and issues associated with teaching literacy to all students in inclusive classrooms. Literacy remains a critical success factor for students, as the basis for concurrent and future learning.

eBooks on EBSCOhost EBSCO eBook Subscription Academic Collection - Worldwide