Strategies for Teaching Students with Disabilities in Inclusive Classrooms
A Case Method Approach
Published on 24. October 2011
Book
Paperback/Softback
192 pages
978-0-13-183777-5 (ISBN)
Description
Combining the best of concept and application, Strategies for Teaching Students in Inclusive Classrooms: A Case Method Approach covers teaching methods and cases from inclusive education settings. Offering an innovative chapter sequence, it pairs concept chapters with case chapters to ensure readers understand core material and can apply it to real situations.
Learn about special education law and inclusion, teaching in the inclusive classroom, effective use of behavior management in inclusive classrooms and effective techniques for teaching basic skills such as reading, writing, and mathematics. See how strategies work in real classrooms through the text's clinical and narrative case studies that illustrate core concepts in action.
Learn about special education law and inclusion, teaching in the inclusive classroom, effective use of behavior management in inclusive classrooms and effective techniques for teaching basic skills such as reading, writing, and mathematics. See how strategies work in real classrooms through the text's clinical and narrative case studies that illustrate core concepts in action.
More details
Persons
Joseph R. Boyle is a former elementary special education teacher. In his special education classroom and other settings he taught students with mild to moderate disabilities. As a special education teacher, he has collaborated and co-taught with general education teachers and other school professionals. He received his PhD in special education from the University of Kansas. Through research at various universities, he has developed a number of classroom interventions for students with mild disabilities in the areas of reading, writing, and note taking. Boyle is currently an associate professor of special education at the Graduate School of Education at Rutgers, The State University of New Jersey. He currently teaches courses for university students in undergraduate and doctoral programs, as well as online and in other web-based formats. Boyle has coauthored three special education casebooks, a special education textbook titled Methods and Strategies for Teaching Students with Mild Disabilities, and numerous journal articles. Over the past several years, he has been involved with the Virginia Council for Learning Disabilities, as well as most recently with the national organization, Council for Learning Disabilities (CLD), serving as vice president, president, and past-president from 2005 to 2009.
Mary C. Provost is an Assistant Professor of special education and the Director of the Center of Excellence for the Advancement of New Literacies in Middle Grades at the College of Charleston. She received her BAE in specific learning disabilities, her MEd. in varying exceptionalities - multi-categorical programs, and her Ed.D. in severe disabilities from Florida Atlantic University. At the College of Charleston, Dr. Provost specializes in literacy instruction for students with disabilities, language disorders, and characteristics and procedures for working with students with intellectual disabilities. Before moving into higher education, Dr. Provost taught students with varying exceptionalities in self-contained, hospital homebound, resource, and inclusive settings. Prior to teaching in public K-12 schools, she worked for more than fourteen years in residential programs serving individuals with mental illness and/or intellectual disabilities. Dr. Provost's current research interests involve increasing literacy performance of students with and without disabilities and inclusive practices in public K-12 schools.
Mary C. Provost is an Assistant Professor of special education and the Director of the Center of Excellence for the Advancement of New Literacies in Middle Grades at the College of Charleston. She received her BAE in specific learning disabilities, her MEd. in varying exceptionalities - multi-categorical programs, and her Ed.D. in severe disabilities from Florida Atlantic University. At the College of Charleston, Dr. Provost specializes in literacy instruction for students with disabilities, language disorders, and characteristics and procedures for working with students with intellectual disabilities. Before moving into higher education, Dr. Provost taught students with varying exceptionalities in self-contained, hospital homebound, resource, and inclusive settings. Prior to teaching in public K-12 schools, she worked for more than fourteen years in residential programs serving individuals with mental illness and/or intellectual disabilities. Dr. Provost's current research interests involve increasing literacy performance of students with and without disabilities and inclusive practices in public K-12 schools.
Content
Chapter 1 - Using Cases in Special Education and Inclusion Courses
What Are Cases?
Case Questions
Background on Case Method Teaching
Case Method Teaching
Using Problem-Solving with Cases
Problem-Solving with Our Example Case: Coco Havlin
Support for Case Method Teaching
Using Cases in Courses
Chapter 2 - Special Education Law and Inclusion
Individuals with Disabilities Education Act (IDEA) 2004
Eligibility
Child Find and Zero Reject
Evaluation, Classification and Placement
Appropriate Education and the IEP
The Least Restrictive Environment
Parent Participation
Due Process
Confidentiality and Privacy
Using the IEP in the Inclusive Classroom
Purpose of an IEP
Content of the IEP
Writing Measurable Goals, Objectives, or Benchmarks for an IEP
Using the IEP in the Inclusive Classroom
Chapter 3 - Cases About Special Education Law and Students with Disabilities in Inclusive Classrooms
Case 1: Is This the Least Restrictive Environment?
Case 2: "Oh, no: Another due process hearing!"
Case 3: Why Won't All Teachers Cooperate?
Case 4: Medical Procedures: A Liability Issue
Case 5: Does Mom Have a Case?
Chapter 4 - Teaching in the Inclusive Classroom
Inclusion and Collaboration
Professional Collaboration
Co-Teaching and Co-Planning Skills
Models of Co-Teaching
Monitoring Student Progress
Chapter Summary
Chapter 5 -Cases About Collaboration and Co-Teaching in Inclusive Classrooms
Case 1: To Build a Better Mousetrap
Case 2: Her Reputation Precedes Her
Case 3: Letting Go!
Case 4: Inclusion Gone Wrong
Case 5: A Clash with the Titan
Chapter 6 - Effective Use of Behavior Management in Inclusive Classrooms
Classroom and Behavior Management
Classroom Management in Inclusive Classrooms
Behavior Management in Inclusive Classrooms
Functional Behavior Analysis and Behavior Intervention Plans
Supporting Behavior
Schoolwide Positive Behavior Supports (SWPBS)
Focusing Together
Other Systems and Procedures
Conclusion
Chapter 7 - Cases About Behavior Management in Inclusive Classrooms
Case 1: Dumb as a Doornail!
Case 2: It Doesn't Add Up
Case 3: The Girl Who Couldn't Stop Talking
Case 4: Math is No Joke!
Case 5: Lui Learns History the Hard Way
Chapter 8 - Effective Techniques for Teaching Basic Skills: Reading and Written Language
Reading Instruction in "Typical" Inclusion Classrooms
Reading Instruction in High School
Research-Based Techniques for Teaching Reading
Phonological Awareness and Word Identification Strategies
STOP-Phonological Awareness Strategy
Word Identification Strategy
Research Evidence Fluency
Repeated Readings
Research Evidence
Vocabulary
LINCS Vocabulary Strategy
Research Evidence
Text Comprehension Instruction
Paraphrasing Strategy
Research Evidence Summary
Writing
Handwriting
Spelling Composing
Research-Based Techniques for Teaching Writing
Handwriting
Study Techniques for Spelling
Summary
Chapter Summary
Chapter 9 -Cases About Teaching Reading Skills in Inclusive Classrooms
Case 1: Fixing the Fluency of Frankie
Case 2: Trina Needs Help!
Case 3: Keeping Ruby Current
Case 4: Smack You Upside Your Head!
Case 5: Jumpin' Judy
Chapter 10 - Cases About Teaching WrittenLanguage Skills in Inclusive Classrooms
Case 1: Who Should Take the Lead in Strategy Instruction?
Case 2: Cursive Handwriting: The Nightmare
Case 3: Spelling the Fernald Way
Case 4: Assistive Technology: Is It the Answer?
Case 5: To Scribe or Not Scribe, That Is the Question
Chapter 11 - Effective Techniques for Teaching Math
Changing Standards
Students with Disabilities
Meeting the Instructional Needs of All Students in Mathematics Lesson Planning to Differentiate Instruction Metacognitive Strategies and Instructional Routines
Instructional Strategies and Techniques for Students with Disabilities Progress Monitoring and Assessment
Summary and Discussion
Chapter 12 - Cases About Teaching Math Skills in Inclusive Classrooms
Case 1: Not a Sweet Deal
Case 2: Let's Talk Math Skills
Case 3: Two Wells Make a Dam
Case 4: Too Much Dividing At Once
Case 5: No Time for Time
Chapter 13 - Effective Techniques for Teaching in the Content Areas
Problems in the Content Areas
Strategies and Techniques for Content AreaInstruction
Course Organizer
Unit Organizer
Make Sense Strategies
Supporting Reading and Writing in Content Area Instruction
Strategies and Techniques for Science Instruction
Mnemonic Instruction
Effective Techniques for Science Text Comprehension
Strategies and Techniques for Social Studies Instruction
Content Enhancement Routines
Levels of Learning and Associated Instructional Techniques
Conclusion
Chapter 14 - Cases About Teaching Content and Study Skills in Inclusive Classrooms
Case 1: Inclusion and Behavior Issues in a Content Area Classroom
Case 2: Inclusion and Instruction in the Content Areas
Case 3: Cooperative Learning- Is It "Right" for All Students with Disabilities?
Case 4: Study Skills-Who Needs Them?
Case 5: Are You Ready to Teach Biology?
Index
What Are Cases?
Case Questions
Background on Case Method Teaching
Case Method Teaching
Using Problem-Solving with Cases
Problem-Solving with Our Example Case: Coco Havlin
Support for Case Method Teaching
Using Cases in Courses
Chapter 2 - Special Education Law and Inclusion
Individuals with Disabilities Education Act (IDEA) 2004
Eligibility
Child Find and Zero Reject
Evaluation, Classification and Placement
Appropriate Education and the IEP
The Least Restrictive Environment
Parent Participation
Due Process
Confidentiality and Privacy
Using the IEP in the Inclusive Classroom
Purpose of an IEP
Content of the IEP
Writing Measurable Goals, Objectives, or Benchmarks for an IEP
Using the IEP in the Inclusive Classroom
Chapter 3 - Cases About Special Education Law and Students with Disabilities in Inclusive Classrooms
Case 1: Is This the Least Restrictive Environment?
Case 2: "Oh, no: Another due process hearing!"
Case 3: Why Won't All Teachers Cooperate?
Case 4: Medical Procedures: A Liability Issue
Case 5: Does Mom Have a Case?
Chapter 4 - Teaching in the Inclusive Classroom
Inclusion and Collaboration
Professional Collaboration
Co-Teaching and Co-Planning Skills
Models of Co-Teaching
Monitoring Student Progress
Chapter Summary
Chapter 5 -Cases About Collaboration and Co-Teaching in Inclusive Classrooms
Case 1: To Build a Better Mousetrap
Case 2: Her Reputation Precedes Her
Case 3: Letting Go!
Case 4: Inclusion Gone Wrong
Case 5: A Clash with the Titan
Chapter 6 - Effective Use of Behavior Management in Inclusive Classrooms
Classroom and Behavior Management
Classroom Management in Inclusive Classrooms
Behavior Management in Inclusive Classrooms
Functional Behavior Analysis and Behavior Intervention Plans
Supporting Behavior
Schoolwide Positive Behavior Supports (SWPBS)
Focusing Together
Other Systems and Procedures
Conclusion
Chapter 7 - Cases About Behavior Management in Inclusive Classrooms
Case 1: Dumb as a Doornail!
Case 2: It Doesn't Add Up
Case 3: The Girl Who Couldn't Stop Talking
Case 4: Math is No Joke!
Case 5: Lui Learns History the Hard Way
Chapter 8 - Effective Techniques for Teaching Basic Skills: Reading and Written Language
Reading Instruction in "Typical" Inclusion Classrooms
Reading Instruction in High School
Research-Based Techniques for Teaching Reading
Phonological Awareness and Word Identification Strategies
STOP-Phonological Awareness Strategy
Word Identification Strategy
Research Evidence Fluency
Repeated Readings
Research Evidence
Vocabulary
LINCS Vocabulary Strategy
Research Evidence
Text Comprehension Instruction
Paraphrasing Strategy
Research Evidence Summary
Writing
Handwriting
Spelling Composing
Research-Based Techniques for Teaching Writing
Handwriting
Study Techniques for Spelling
Summary
Chapter Summary
Chapter 9 -Cases About Teaching Reading Skills in Inclusive Classrooms
Case 1: Fixing the Fluency of Frankie
Case 2: Trina Needs Help!
Case 3: Keeping Ruby Current
Case 4: Smack You Upside Your Head!
Case 5: Jumpin' Judy
Chapter 10 - Cases About Teaching WrittenLanguage Skills in Inclusive Classrooms
Case 1: Who Should Take the Lead in Strategy Instruction?
Case 2: Cursive Handwriting: The Nightmare
Case 3: Spelling the Fernald Way
Case 4: Assistive Technology: Is It the Answer?
Case 5: To Scribe or Not Scribe, That Is the Question
Chapter 11 - Effective Techniques for Teaching Math
Changing Standards
Students with Disabilities
Meeting the Instructional Needs of All Students in Mathematics Lesson Planning to Differentiate Instruction Metacognitive Strategies and Instructional Routines
Instructional Strategies and Techniques for Students with Disabilities Progress Monitoring and Assessment
Summary and Discussion
Chapter 12 - Cases About Teaching Math Skills in Inclusive Classrooms
Case 1: Not a Sweet Deal
Case 2: Let's Talk Math Skills
Case 3: Two Wells Make a Dam
Case 4: Too Much Dividing At Once
Case 5: No Time for Time
Chapter 13 - Effective Techniques for Teaching in the Content Areas
Problems in the Content Areas
Strategies and Techniques for Content AreaInstruction
Course Organizer
Unit Organizer
Make Sense Strategies
Supporting Reading and Writing in Content Area Instruction
Strategies and Techniques for Science Instruction
Mnemonic Instruction
Effective Techniques for Science Text Comprehension
Strategies and Techniques for Social Studies Instruction
Content Enhancement Routines
Levels of Learning and Associated Instructional Techniques
Conclusion
Chapter 14 - Cases About Teaching Content and Study Skills in Inclusive Classrooms
Case 1: Inclusion and Behavior Issues in a Content Area Classroom
Case 2: Inclusion and Instruction in the Content Areas
Case 3: Cooperative Learning- Is It "Right" for All Students with Disabilities?
Case 4: Study Skills-Who Needs Them?
Case 5: Are You Ready to Teach Biology?
Index