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010   $a3-032-04284-4
024 7 $a10.1007/978-3-032-04284-2
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035   $a(Au-PeEL)EBL32471264
035   $a(DE-He213)978-3-032-04284-2
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100   $a20260102d2025      u|         0
101 0 $aeng
135   $aur|||||||||||
181   $ctxt$2rdacontent
182   $cc$2rdamedia
183   $acr$2rdacarrier
200 10$aBackward Planning for Inclusive Classrooms $eInclusion by Design /$fby Tom Porta
205   $a1st ed. 2025.
210  1$aCham :$cSpringer Nature Switzerland :$cImprint: Palgrave Macmillan,$d2025.
215   $a1 online resource (171 pages)
225 1 $aEducation Series
311 08$a3-032-04283-6 
327   $aChapter 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.
330   $aThis book offers scholars and educators in primary and secondary education a practical, evidence-based method for designing curriculum and delivering high-quality, inclusive learning experiences. By synthesising the principles of Differentiation, Universal Design for Learning and Understanding by Design, it introduces the Inclusion by Design framework ? a clear, research-informed approach to curriculum planning that is inclusive from the outset. This method equips educators with the skills to proactively address the full range of student diversity and complexity in their classrooms, ensuring that all students can access, engage with and succeed in the curriculum. This book will be of interest to researchers, teacher educators and practitioners dedicated to advancing inclusive educational practice. Tom Porta is a lecturer in Education at Adelaide University, Australia. His research focuses on inclusive education, differentiation, curriculum design, and inclusive pedagogy. Tom has been recognised for his research impact with a commendation for grant excellence from the Faculty of ABLE and was awarded the 2024 School of Education Early Career Researcher Award. He is the 2025 recipient of the ACEL 'new voice' in educational leadership research scholarship. Before entering academia, Tom spent a decade teaching in primary and secondary schools across Adelaide.
410  0$aEducation Series
606   $aInclusive education
606   $aEducation$xCurricula
606   $aTeaching
606   $aTeachers$xTraining of
606   $aProfessional education
606   $aVocational education
606   $aInclusive Education
606   $aCurriculum Studies
606   $aPedagogy
606   $aTeaching and Teacher Education
606   $aProfessional and Vocational Education
615  0$aInclusive education.
615  0$aEducation$xCurricula.
615  0$aTeaching.
615  0$aTeachers$xTraining of.
615  0$aProfessional education.
615  0$aVocational education.
615 14$aInclusive Education.
615 24$aCurriculum Studies.
615 24$aPedagogy.
615 24$aTeaching and Teacher Education.
615 24$aProfessional and Vocational Education.
676   $a371.9046
700   $aPorta$b Tom$01803172
801  0$bMiAaPQ
801  1$bMiAaPQ
801  2$bMiAaPQ
906   $aBOOK
912   $a9911049198303321
996   $aBackward Planning for Inclusive Classrooms$94520803
997   $aUNINA