國立高雄大學圖資館 |

Language: English

Back

Backward planning for inclusive classroomsinclusion by design /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Backward planning for inclusive classroomsby Tom Porta.
Reminder of title:	inclusion by design /
Author:	Porta, Tom.
Published:	Cham :Springer Nature Switzerland :2025.
Description:	xxv, 133 p. :ill., digital ;24 cm.
Contained By:	Springer Nature eBook
Subject:	Inclusive education.
Online resource:	https://doi.org/10.1007/978-3-032-04284-2
ISBN:	9783032042842$q(electronic bk.)

Backward planning for inclusive classroomsinclusion by design /
Porta, Tom.

Backward planning for inclusive classroomsinclusion by design /[electronic resource] :by Tom Porta. - Cham :Springer Nature Switzerland :2025. - xxv, 133 p. :ill., digital ;24 cm.

Chapter 1: Introduction -- Chapter 2: Inclusive Education Nationally and Internationally -- Chapter 3: Knowing Your Curriculum: Setting High Expectations -- Chapter 4: Knowing Your Students: Understanding Diversity in the Classroom -- Chapter 5: The Role of Assessment: Determining Quality Evidence -- Chapter 6: Planning for Differentiation: Crafting Intentional and Intuitive Learning Experiences -- Chapter 7: Reflective Practice: A Cycle of Continuous Improvement -- Chapter 8: Bringing it all Together: Sustaining an Inclusive Classroom.

This book offers scholars and educators in primary and secondary education a practical, evidence-based method for designing curriculum and delivering high-quality, inclusive learning experiences. By synthesising the principles of Differentiation, Universal Design for Learning and Understanding by Design, it introduces the Inclusion by Design framework - a clear, research-informed approach to curriculum planning that is inclusive from the outset. This method equips educators with the skills to proactively address the full range of student diversity and complexity in their classrooms, ensuring that all students can access, engage with and succeed in the curriculum. This book will be of interest to researchers, teacher educators and practitioners dedicated to advancing inclusive educational practice. Tom Porta is a lecturer in Education at Adelaide University, Australia. His research focuses on inclusive education, differentiation, curriculum design, and inclusive pedagogy. Tom has been recognised for his research impact with a commendation for grant excellence from the Faculty of ABLE and was awarded the 2024 School of Education Early Career Researcher Award. He is the 2025 recipient of the ACEL 'new voice' in educational leadership research scholarship. Before entering academia, Tom spent a decade teaching in primary and secondary schools across Adelaide.

ISBN: 9783032042842$q(electronic bk.)

Standard No.: 10.1007/978-3-032-04284-2doiSubjects--Topical Terms:

295631
Inclusive education.

LC Class. No.: LC1200

Dewey Class. No.: 371.9046

Backward planning for inclusive classroomsinclusion by design /
LDR:02882nmm a2200325 a 4500 001 691712
003 DE-He213
005 20260102120727.0
006 m d
007 cr nn 008maaau
008 260527s2025 sz s 0 eng d
020 $a 9783032042842$q(electronic bk.)
020 $a 9783032042835$q(paper)
024 7 $a 10.1007/978-3-032-04284-2 $2 doi
035 $a 978-3-032-04284-2
040 $a GP $c GP
041 0 $a eng
050 4 $a LC1200
072 7 $a JNFN $2 bicssc
072 7 $a EDU048000 $2 bisacsh
072 7 $a JNFK $2 thema
082 0 4 $a 371.9046 $2 23
090 $a LC1200 $b .P839 2025
100 1 $a Porta, Tom. $3 1002763
245 1 0 $a Backward planning for inclusive classrooms $h [electronic resource] : $b inclusion by design / $c by Tom Porta.
260 $a Cham : $b Springer Nature Switzerland : $b Imprint: Palgrave Macmillan, $c 2025.
300 $a xxv, 133 p. : $b ill., digital ; $c 24 cm.
505 0 $a Chapter 1: Introduction -- Chapter 2: Inclusive Education Nationally and Internationally -- Chapter 3: Knowing Your Curriculum: Setting High Expectations -- Chapter 4: Knowing Your Students: Understanding Diversity in the Classroom -- Chapter 5: The Role of Assessment: Determining Quality Evidence -- Chapter 6: Planning for Differentiation: Crafting Intentional and Intuitive Learning Experiences -- Chapter 7: Reflective Practice: A Cycle of Continuous Improvement -- Chapter 8: Bringing it all Together: Sustaining an Inclusive Classroom.
520 $a This book offers scholars and educators in primary and secondary education a practical, evidence-based method for designing curriculum and delivering high-quality, inclusive learning experiences. By synthesising the principles of Differentiation, Universal Design for Learning and Understanding by Design, it introduces the Inclusion by Design framework - a clear, research-informed approach to curriculum planning that is inclusive from the outset. This method equips educators with the skills to proactively address the full range of student diversity and complexity in their classrooms, ensuring that all students can access, engage with and succeed in the curriculum. This book will be of interest to researchers, teacher educators and practitioners dedicated to advancing inclusive educational practice. Tom Porta is a lecturer in Education at Adelaide University, Australia. His research focuses on inclusive education, differentiation, curriculum design, and inclusive pedagogy. Tom has been recognised for his research impact with a commendation for grant excellence from the Faculty of ABLE and was awarded the 2024 School of Education Early Career Researcher Award. He is the 2025 recipient of the ACEL 'new voice' in educational leadership research scholarship. Before entering academia, Tom spent a decade teaching in primary and secondary schools across Adelaide.
650 0 $a Inclusive education. $3 295631
650 1 4 $a Inclusive Education. $3 913195
650 2 4 $a Curriculum Studies. $3 274574
650 2 4 $a Pedagogy. $3 826814
650 2 4 $a Professional and Vocational Education. $3 913190
650 2 4 $a Teaching and Teacher Education. $3 338703
710 2 $a SpringerLink (Online service) $3 273601
773 0 $t Springer Nature eBook
856 4 0 $u https://doi.org/10.1007/978-3-032-04284-2
950 $a Education (SpringerNature-41171)