Many schools also seek proven classroom - management strategies,
compatible teaching philosophies, technology prowess, and collegiality.
Chapters address: (1) an overview of the whole language approach; (2) examples of how special education teachers use whole language to
teach children with learning disabilities; (3) suggestions on how to create a child - centered classroom; (4) the role of the teacher in a whole language classroom; (5) examples of democratic classrooms; (6) assessment procedures that are
compatible with a whole language
philosophy and how assessment data can be used to respond to individual needs; (7) examples of different strategies teachers use to
teach students with learning disabilities reading and writing; (8) literacy development in students with disabilities and how to foster self - directed learners; (9) how teachers develop learner - centered curriculums and how to move toward an inclusive environment; and (10) one teacher's move to the whole language approach.