Curriculum and Instruction for All Learners: Blending Systematic and Constructivist Approaches in Inclusive Elementary Schools.CURRICULUM AND INSTRUCTION FOR ALL LEARNERS: Blending Systematic and Constructivist con·struc·tiv·ism
A movement in modern art originating in Moscow in 1920 and characterized by the use of industrial materials such as glass, sheet metal, and plastic to create nonrepresentational, often geometric objects. Approaches in Inclusive Elementary Schools elementary school: see school. . Beverly Rainforth and Judy W. Kugelmass, editors. Baltimore: Paul H. Brookes, 2003. 289 pp. Paperback, $35. Rainforth and Kuglemass believe all children have a right to an education. Recognizing that students vary greatly in abilities, interests, and needs, however, they suggest educators adopt methodology that blends both systematic and constructivist approaches to produce the best results for inclusion. This seemingly incompatible blend is represented by the editors themselves. Rainforth's background as a special educator and a physical therapist focused her attentions on a systematic approach. Kugelmass established her constructivist, child-centered approach from her background as a school psychologist and a director of an early intervention ear·ly intervention
n. Abbr. EI
A process of assessment and therapy provided to children, especially those younger than age 6, to facilitate normal cognitive and emotional development and to prevent developmental disability or delay. agency.
Their book is a compilation of articles on inclusion from their like-minded colleagues at Binghamton University, who agree that schools continue to exclude and segregate seg·re·gate
v. seg·re·gat·ed, seg·re·gat·ing, seg·re·gates
1. To separate or isolate from others or from a main body or group. See Synonyms at isolate.
2. students who are challenging. Contributors in Part One establish the concept of inclusion. While inclusion means accommodation for individual, cultural, or linguistic differences, inclusion also must "offer possibilities for enriching the experiences of every child while preparing them to live in an inclusive society" (p. 5). Part Two contributors list interdisciplinary in·ter·dis·ci·pli·nar·y
Of, relating to, or involving two or more academic disciplines that are usually considered distinct.
Adjective examples of how well this blend can work in the elementary classroom to teach literacy, social studies, mathematics, technology, and the arts. Case studies clearly demonstrate how professional educators can blend these approaches into practice. State standards and mandated curriculum are not lost in a tug of war tug of war
n. pl. tugs of war
1. Games A contest of strength in which two teams tug on opposite ends of a rope, each trying to pull the other across a dividing line.
2. between approaches. Contributors to Part Three stretch inclusion to encompass all students, even those with the most challenging, difficult behaviors and those with severe learning disabilities.
Curriculum and Instruction for All Learners is well-organized and theoretically sound. Rich references from classical researchers provide enough foundation to be used in teacher preparation programs. Case studies and detailed examples make this an innovative resource for general and special educators wishing to implement inclusion of all students. Reviewed by Gail M. Reeder, Associate Professor, Azusa Pacific University External links