Teaching Students With Special Needs in Inclusive Classrooms
Published on 6. September 2007
Book
Paperback/Softback
656 pages
978-0-205-43092-5 (ISBN)
Description
Prepare and inspire teachers to ADAPT to the needs of all their students! Using the research-validated A-D-A-P-T model as an instructional guide, problem-solving approach and mnemonic, this new book clearly promotes the thoughtful practices and adaptations which have been proven as the most effective means to teach hard-to-reach students. It inspires classroom teachers to want to meet the challenges of students with disabilities and other learning challenges in their classroom and then gives them the tools to do it confidently.
FEATURES:
PREPARE
ADAPT in Action is an illustrative section integrated directly within the book discussion, applying the ADAPT framework to the student and teacher introduced in the Opening Challenge case studies. In these features, the teacher "thinks out loud" using the ADAPT framework
ADAPT Framework boxes provide a helpful summary chart that applies the ADAPT model to practical, frequently encountered teaching and learning topics
INSPIRE
Making a Difference features are first-person essays written by classroom teachers, special educators, and parents that offer their realistic insights and experiences about the impact of inclusive settings on the success of students with disabilities and other special learning needs and their families
ADDITIONAL FEATURES
Opening Challenge begins each chapter with a case study illustrating a teaching challenge, which is revisited throughout the chapter, providing a consistent situation in which to apply the ADAPT model
What Works features present key research-to-practice findings or interesting, classroom-based statistics that are relevant to topics within each chapter
Working Together features provide practical advice for how an idea or concept can be taught using a collaborative approach involving other school professionals and/or family members
Instructional Activities, included in each of the "content area" chapters (10-13), present sample lessons for teaching skills in each area. Each activity indicates the instructional objective, instructional content, instructional materials, a means to deliver the instruction, and methods tomonitor progress
Considering Diversity features highlight a specific idea from a cultural or linguistic perspective to help readers see examples of how to consider factors of diversity as they relate to academic instruction and management
Tech Notes provide readers with information about assistive and instructional technologies that can be employed with students that have learning and behavior problems. Examples from classrooms are used to show practical applications
CEC and INTASC Standards are correlated to each chapter in end-of-chapter charts to facilitate student understanding of the standards and principals that must be mastered by all beginning inclusive educators
"The ADAPT feature offers a consistent strategy, it's very good. It seems quite different from many of the other intro books. It has more information, more research info and more practical information combined."
Kathy McMahon Klosterman, Miami University
FEATURES:
PREPARE
ADAPT in Action is an illustrative section integrated directly within the book discussion, applying the ADAPT framework to the student and teacher introduced in the Opening Challenge case studies. In these features, the teacher "thinks out loud" using the ADAPT framework
ADAPT Framework boxes provide a helpful summary chart that applies the ADAPT model to practical, frequently encountered teaching and learning topics
INSPIRE
Making a Difference features are first-person essays written by classroom teachers, special educators, and parents that offer their realistic insights and experiences about the impact of inclusive settings on the success of students with disabilities and other special learning needs and their families
ADDITIONAL FEATURES
Opening Challenge begins each chapter with a case study illustrating a teaching challenge, which is revisited throughout the chapter, providing a consistent situation in which to apply the ADAPT model
What Works features present key research-to-practice findings or interesting, classroom-based statistics that are relevant to topics within each chapter
Working Together features provide practical advice for how an idea or concept can be taught using a collaborative approach involving other school professionals and/or family members
Instructional Activities, included in each of the "content area" chapters (10-13), present sample lessons for teaching skills in each area. Each activity indicates the instructional objective, instructional content, instructional materials, a means to deliver the instruction, and methods tomonitor progress
Considering Diversity features highlight a specific idea from a cultural or linguistic perspective to help readers see examples of how to consider factors of diversity as they relate to academic instruction and management
Tech Notes provide readers with information about assistive and instructional technologies that can be employed with students that have learning and behavior problems. Examples from classrooms are used to show practical applications
CEC and INTASC Standards are correlated to each chapter in end-of-chapter charts to facilitate student understanding of the standards and principals that must be mastered by all beginning inclusive educators
"The ADAPT feature offers a consistent strategy, it's very good. It seems quite different from many of the other intro books. It has more information, more research info and more practical information combined."
Kathy McMahon Klosterman, Miami University
Reviews / Votes
From Students:"Teaching Students with Special Needs in Inclusive Classrooms sets you up for success. It reads like a book rather than a text book. The information flows from page to page. It kept my attention longer than my current textbook."
Jordan Seitz, Northern Michigan University
"I truly felt that the ADAPT in Action and ADAPT Framework features was helpful. ADAPT enabled me to picture what was described in the scenarios so that I personally felt faced with the challenge. I will hold onto this book because I feel it holds a lot of information that will be useful to me as a future teacher. I can see myself looking back through the book to find strategies."
Jessa Dawn Maraccini, Northern Michigan University
From Professors:
"Excellent. I wish I had written it."
Joyce Anderson Downing, PhD, University of Central Missouri
"Excellent! Can't think of anything the authors have left to chance."
Michael T. McIntyre, University of Tennessee Chattanooga
"Outstanding, concise coverage of a huge topic. I like the classroom scenarios and the problem/solution format."
Dr. Alice Pollingue, Augusta State University
"The content, style and organization are excellent."
Mary Sanders, Angelo State University
"Very thorough and research based!!"
Becky Miller, University of the Pacific
"This text is well written, organized in a logical sequence, and provides a good overview of issues. I also like the ADAPT approach."
Joy Kutaka-Kennedy, National University
"The APAPT feature will help my students."
Dr. Carl L. Lawson, Sr., Chicago State University
"The ADAPT feature offers a consistent strategy, it's very good. It seems quite different from many of the other intro books. It has more information, more research info and more practical information combined."
Kathy McMahon Klosterman, Miami University
"ADAPT builds an excellent foundation."
Jenice Demes, University of Texas - San Antonio
"The overall organization of the chapters was great and I loved the weaving of the ADAPT framework throughout."
Bruce Saddler, SUNY Albany
"I love the way the opening challenge is carefully interwoven throughout the chapter. This approach helps make the information realistic and understandable for beginning teachers."
Genevieve Hay, College of Charleston
"This text is better than most that I have seen because it is so practical."
Dan Fennerty, Central Washington University
"This book provides specific strategies for assessment that can be used by classroom teachers. [It also] provides specific strategies for reading aspects based on latest research."
Elaine Fine, Montclair State University
"The ADAPT model concept is presented in an understandable and adaptable format so that teachers can easily implement it into their classroom management plan. It will help all the children in the classroom as well as those who do need redirection of behaviors."
Kay C. Reeves, Ed.D, The University of Memphis
More details
Language
English
Place of publication
United States
Publishing group
Pearson Education (US)
Target group
Professional and scholarly
Dimensions
Height: 216 mm
Width: 275 mm
Thickness: 22 mm
Weight
1354 gr
ISBN-13
978-0-205-43092-5 (9780205430925)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Persons
Diane Pedrotty Bryant is a professor in the Learning Disabilities/Behavior Disorders program in the Department of Special Education at The University of Texas at Austin. She is currently the principal investigator of the Three-Tier Early Mathematics Assessment and Intervention project with the Vaughn Gross Center for Reading and Language Arts, also at the University of Texas at Austin. She is the author/co-author of numerous articles, books, test, and professional development products that focus on learning disabilities, assistive technology, behavior managmeent, reading, and assessment. Her research interests include validating interventions in reading and mathematics for students with early learning difficulties and learning disabilities.
Deborah Deutsch Smith (Ed.D. University of Washington) is a professor of Special Education at the School of Educational Studies (SES) at Claremont Graduate University (CGU). She currently is co-principal investigator of the IRIS Center for Faculty Enhancement funded by the U.S. Department of Education's Office of Special Education Programs (OSEP) http://iris.peabody.vanderbilt.edu. The national center is charged with developing course enhancement materials for the non-special education faculty who are preparing the next generation of school personnel who work in inclusive school settings. She also directs IRIS-West, which housed at CGU, and is the national outreach component of The IRIS Center.
Brian R. Bryant, Ph.D. has served as Director of Research for PRO-ED, Inc. for 10 years and has since served as the Director of the Office for Students with Disabilities at Florida Atlantic University, as Project Director of the Texas Assistive Technology Partnership (Texas' Tech Act project), and as a private consultant. For 12 years, Brian has had an adjunct faculty Lecturer appointment in the Department of Special Education at The University of Texas at Austin. For the past 5 years, he has also had an appointment as a Research Fellow with the Vaughn Gross Center for reading and Language Arts, also at The University of Texas at Austin. Brian is the author/co-author of dozens of psycho-educational tests, articles, books, chapters in books, professional development materials, and other products dealing with remedial education, learning disabilities, mental retardation, assessment, and assistive technology. His primary research interests are in assessment and instruction in learning disabilities (especially reading and mathematics) and mental retardation (especially support provisions), and the exploration of assistive technology applications for children and adults with a variety of disabilities.
Deborah Deutsch Smith (Ed.D. University of Washington) is a professor of Special Education at the School of Educational Studies (SES) at Claremont Graduate University (CGU). She currently is co-principal investigator of the IRIS Center for Faculty Enhancement funded by the U.S. Department of Education's Office of Special Education Programs (OSEP) http://iris.peabody.vanderbilt.edu. The national center is charged with developing course enhancement materials for the non-special education faculty who are preparing the next generation of school personnel who work in inclusive school settings. She also directs IRIS-West, which housed at CGU, and is the national outreach component of The IRIS Center.
Brian R. Bryant, Ph.D. has served as Director of Research for PRO-ED, Inc. for 10 years and has since served as the Director of the Office for Students with Disabilities at Florida Atlantic University, as Project Director of the Texas Assistive Technology Partnership (Texas' Tech Act project), and as a private consultant. For 12 years, Brian has had an adjunct faculty Lecturer appointment in the Department of Special Education at The University of Texas at Austin. For the past 5 years, he has also had an appointment as a Research Fellow with the Vaughn Gross Center for reading and Language Arts, also at The University of Texas at Austin. Brian is the author/co-author of dozens of psycho-educational tests, articles, books, chapters in books, professional development materials, and other products dealing with remedial education, learning disabilities, mental retardation, assessment, and assistive technology. His primary research interests are in assessment and instruction in learning disabilities (especially reading and mathematics) and mental retardation (especially support provisions), and the exploration of assistive technology applications for children and adults with a variety of disabilities.
Content
Preface
Chapter 1 Inclusive Teaching as Responsive Education
Chapter Objectives
Opening Challenge: Ms. Smith Goes to School
What Is a Disability?
The Deficit Perspective on Disabilities
The Cultural Perspective on Disabilities
The Social Perspective on Disabilities
Disability as a Minority
What Are Some Reasons for Disabilities?
Biological Causes of Disability
Environmental Causes of Disability
Who Are Student's with Disabilities?
What Are the Origins of Special Education?
Inconsistent Opportunities
Court Cases: A Backdrop for National Legislation
What Laws and Court Decisions Protect Students with Disabilities?
Section 504
Americans with Disabilities Act (ADA)
Court Decisions Defining IDEA
No Child Left Behind Act (NCLB)
Assistive Technology Act of 2004 (ATA)
What Is Special Education?
Free Appropriate Public Education (FAPE)
Least Restrictive Environment (LRE)
Systematic Identification Procedures
Individualized Education Programs
Family Involvement
Related Services
Access to the General Education Curriculum
Evidenced-Based Practices
Frequent Monitoring of Progress
What Is Inclusive Education?
Origins of Inclusion
Inclusive Education Practices
The Inclusion Debate
Summary
Self-Test Questions
Revisiting the Opening Challenge
Professional Standards and Licensure
MyLabSchool Sample Activities
Chapter 2 Understanding Learners with Special Needs: High Incidence Disabilities or Conditions
Chapter Objectives
Opening Challenge: Miss Clarkson's Sorting Them Out
Who Are Students with Special Needs?
Who Are Students with Disabilities?
How Are Disabilities Organized for Special Education?
Special Education Categories
Severity of Disability
Prevalence
Who Are Students with Learning Disabilities?
Definition
Types
Characteristics
Prevalence
Who Are Students with Speech or Language Impairments?
Definition
Types
Characteristics
Prevalence Who Are Students with Attention Deficit Hyperactivity Disorder (ADHD)?
Definition
Types
Characteristics
Prevalence
Who Are Students with Mental Retardation?
Definition
Types
Characteristics
Prevalence
Summary
Self-Test Questions
Revisit the Opening Challenge
Professional Standards and Licensure
MyLabSchool Sample Activities
Chapter 3 Understanding Learners with Special Needs: Low Incidence Disabilities or Conditions
Chapter Objectives
Opening Challenge: Ms. Simpkin's New Student
Who Are Students with Low Incidence Conditions
Definition
Types
Characteristics
Prevalence
Who Are Students with Autism Spectrum Disorders?
Definition
Types
Characteristics
Prevalence
Who Are Students with Multiple-Severe Disabilities?
Definition
Types
Characteristics
Prevalence
Who Are Students with Developmental Delay?
Definition
Types
Characteristics
Prevalence
Who Are Students with Physical Disabilities?
Definition
Types
Characteristics
Prevalence
Who Are Students Who Are Deaf and Hard of Hearing?
Definition
Types
Characteristics
Prevalence
Who Are Students with Visual Disabilities?
Definition
Types
Characteristics
Prevalence
Who Are Students with Traumatic Brain Injury?
Definition
Types
Characteristics
Prevalence
Who Are Students with Deafblindness?
Definition
Types
Characteristics
Prevalence
Summary
Self-Test Questions
Revisit the Opening Challenge
Professional Standards and Licensure
MyLabSchool Sample Activities
Chapter 4 Other Students with Special Learning Needs
Chapter Objectives
Opening Challenge: Helping Students with Other Special Learning Needs Access the Curriculum
What Is Section 504, Who Are the Students Protected by It, and What Educational Services Are They Entitled To?
Qualifying for Services under Section 504
Providing Educational Services under Section 504
How Can We Meet the Needs of All Students in a Culturally and Linguistically Diverse Classroom?
Definition
Multicultural Education
Bilingual Education
Culturally and Linguistically Diverse Students and Special Education
Bilingual and Multicultural Special Education
Effective Bilingual Special Education Programs
Who Are Students At Risk?
Definition
Some Conditions that Contribute to Risk
Prevention
Who Are Students with Gifts and Talents?
Definition of Giftedness
Types of Gifts and Talents
Characteristics of Giftedness
Prevalence of Giftedness
Culturally and Linguistically Diverse Gifted Students
Gifted Students with Disabilities
Gifted Females
Teaching Students Who Are Gifted and Talented
Summary
Self-Test Questions
Revisit the Opening Challenge
Professional Standards and Licensure
MyLabSchool Sample Activities
Chapter 5 Delivery of Special Services Through Individualized Plans
Chapter Objectives
Opening Challenge: Mr. Hernandez Wonders How all These Special Education Services Can Come Together
How Is Responsive General Education the Foundation for Special Education?
Evidence Based Instruction
Differentiating Instruction
What Components of Special Education Must Be in Place to Meet the Needs of Students with Disabilities?
Highly Qualified Special Educators
Related Services and Providers
What Is the IEP Process?
Step 1: Pre-referral
Step 2: Referral
Step 3: Identification
Step 4: Eligibility
Step 5: Development of the IEP
Step 6: Implementation of the IEP
Step 7: Evaluation and Reviews
Who Are Members of the IEP Team?
Roles of Education Professionals
Roles of Families
Roles of Students
What Tools Guarantee Students with Disabilities and Appropriate Education?
Individualized Family Service Plans (IFSPs)
Individualized Educational Programs (IEPs)
Transition Componsnets of IEPs
Behavior Intervention Plans
When and How Are Existing Individualized Plans Evaluated?
Monitoring Progress
Change in Services or Supports
What Does IDEA '04 Require During the IEP Process?
Summary
Self-Test Questions
Revisit the Opening Challenge
Professional Standards and Licensure
MyLabSchool Sample Activities
Chapter 6 Differentiating Instruction to Promote Access to the Curriculum
Chapter Objectives
Opening Challenge: Planning and Delivering Instruction
How Do We Differentiate Instruction?
Universal Design
Multicultural and Linguistic Considerations
What Instructional Practices Help Students Access and Master the Curriculum?
Planning for Instruction
Delivering Instruction
What Are Effective Instructional Groupings Practices?
Grouping Structures
Peer Tutoring
Cooperative Learning
How Can Instructional Materials be Adapted?
Textbooks
Instructional Materials
What Are Effective Homework Practices?
Homework Practices
Guidelines for Homework Practices
How Can Assistive Technology Help Students Access the Curriculum?
Assistive Technology Devices
AT Integration
Summary
Self-Test Questions
Revisit the Opening Challenge
Professional Standards and Licensure
MyLabSchool Sample Activities
Chapter 7 Assessing Students with Special Needs
Chapter Objectives
Opening Challenge: Determining What Students Know
Why Do We Assess Students with Special Needs?
Purposes of Assessment
Legislation Protection Related to Assessment
How Do We Assess Students with Special Needs?
Standardized Versus Nonstandardized Procedures
Screening Procedures
Observations
Rating Scales and Checklists Work Samples
School Records
Portfolio Assessments
Performance Assessments
Behavioral Assessments
Progress-Monitoring Assessments
How Do We Adapt and Modify Assessments for Students with Special Needs?
Universal Design
Adaptation Categories
Adaptations for High Stakes Testing
Adaptations for Grading
Alternative Assessments
Summary
Self-Test Questions
Revisit the Opening Challenge
Professional Standards and Licensure
MyLabSchool Sample Activities
Chapter 8 Developing Collaborative Partnerships
Chapter Objectives
Opening Challenge: Promoting Collaborative Partnerships To Meet the Needs of All Students
What Are the Characteristics of Collaboration?
What Are Critical Prerequisite Skills for Effective Collaboration?
Communication Skills
Conflict Resolution Skills
Multicultural and Linguistic Diversity Considerations
How Can Professionals Work Together Collaboratively?
The Need for Collaborative Partnerships with Professionals
Models of Collaborative Partnerships with Professionals
Collaboration Considerations for English Language Learners
How Can Professionals Collaborate with Paraprofessionals?
The Need for Collaborative Partnerships with Paraprofessionals
The Development of Collaborative Partnerships with Paraprofessionals
How Can Professionals Collaborate with Families?
The Need for Collaborative Partnerships with Families
The Development of Collaborative Partnerships with Families
Summary Self-Test Questions
Revisit the Opening Challenge
Professional Standards and Licensure
MyLabSchool Sample Activities
Chapter 9 Promoting Positive Behavior and Facilitating Social Skills
Chapter Objectives
Opening Challenge: Ms. Martinez is Puzzled About Behavior and Social Problems
What Practices Can I Use to Foster Positive Relationships with My Students?
Get to Know Your Students
Use Motivational Practices
Be Responsive to Cultural Differences
Conduct Student Meetings
How Can I Communicate Effectively with Students?
Communicate Clear and Consistent Messages
Explain the Rules and Consequences
Explain the Daily Schedule
Provide Good Directions
Describe Transition Procedures
Use Specific Praise Judiciously
What Are Effective Classroom Arrangement Practices?
Physical Arrangements
Traffic Patterns
Seating Arrangements
With-It-Ness
Classroom Observation
What Are the Goal of Misbehavior?
What Interventions Are Available for Less Serious Behavior Problems?
Planned Ignoring
Redirect Inappropriate Behavior
Contingent Observation
Criterion-Specific Rewards
Contracting
Interdependent Group Contingencies Self-Regulation
What Interventions Are Available for More Serious Behavior Problems?
Timeout and Seclusion Timeout
In-School Supervision
How Can I Identify and Assess Problem Behaviors?
Behavior Identification
Observational Techniques
What Are the Components of Positive Behavioral Supports?
Functional Behavioral Assessment
Behavioral Intervention Plan
What Is Social Competence?
Curriculum
Social Interactions
What Interventions Can Be Used to Teach Social Skills?
Role Playing
Coaching
Problem Solving and Decision Making
How Can I Assess Social Skills?
Sociometric Survey
Sociogram
How Can We Promote Safer Schools?
Guidelines for Safer Schools
Bullying
Summary
Self-Test Questions
Revisit the Opening Challenge
Professional Standards and Licensure
MyLabSchool Sample Activities
Chapter 10 Teaching Reading
Opening Challenge: Ensuring Appropriate Reading Instruction
Who Are Students with Reading Difficulties?
Factors Contributing to Reading Difficulties
Dyslexia
What Is Phonological Awareness and How Do I Teach It?
Types of Phonological Awareness
Difficulties with Phonological Awareness
Teaching Phonological Awareness
What Is Word Identification and How Do I Teach It?
Difficulties with Sight Word Recognition
Teaching Sight Word Recognition
Difficulties with Phonic Analysis
Teaching Phonic Analysis
Difficulties with Structural Analysis
Teaching Structural Analysis
Syllable Types and Patterns
Difficulties with Multisyllabic Word Recognition
Teaching Multisyllabic Word Recognition
What Is Reading Fluency and How Do I Teach It?
Difficulties with Fluency
Assessing Fluency
Teaching Fluency
What Is Reading Vocabulary and How Do I Teach It?
Types of Vocabularies
Difficulties with Vocabulary
Teaching Vocabulary
What Is Reading Comprehension and How Do I Teach It?
Types of Comprehension
Types of Text
Types of Comprehension Questions
Difficulties with Reading Comprehension
Reading Comprehension Strategy Instruction
Teaching Reading Comprehension
Summary
Self-Test Questions
Revisit the Opening Challenge
Professional Standards and Licensure
MyLabSchool Sample Activities
Chapter 11 Teaching Writing
Chapter Objectives
Opening Challenge: Ensuring Appropriate Writing Instruction
Who Are Students with Writing Difficulties?
Writing Difficulties
Dysgraphia
What Is the Prewriting Stage and How Do I Teach It?
Difficulties with Prewriting
Teaching Prewriting
What Is the Drafting Stage and How Do I Teach It?
Difficulties with Drafting
Teaching Drafting
What Is the Revising Stage and How Do I Teach It?
Difficulties with Revising
Teaching Revising
What Is the Editing Stage and How Do I Teach It?
Difficulties with Editing
Teaching Editing
What Is the Publishing Stage and How Do I Teach It?
Publications That Publish Student Writing, Poetry, and Art
Difficulties with Publishing
Teaching Publishing
Summary
Self-Test Questions
Revisit the Opening Challenge
Professional Standards and Liscensure
MyLabSchool Sample Activities
Chapter 12 Teaching Mathematics
Opening Challenge: Helping Struggling Students Access the Mathematics Curriculum
Who Are Students with Mathematics Difficulties?
Mathematics Difficulties
Factors Contributing to Mathematics Difficulties
Dyscalculia
Who Are Mathematically Gifted and Talented Students?
Learning Characteristics
Differentiating Instruction
What Is Early Number Development and How Dow I Teach It?
Difficulties with Early Number Development
Teaching Early Number Development
What Are Arithmetic Combination and How Do I Teach Them?
Difficulties with Arithmetic Combinations
Teaching Arithmetic Combinations
What Is Place Value and How Do I Teach It?
Difficulties with Place Value
Teaching Place Value
Difficulties with Whole-Number Computation
Teaching Whole-Number Computation
What Are Fractions, Decimals, and percents and How Do I Teach Them?
Difficulties with Fractions, Decimals, and Percents
Teaching Fractions, Decimals, and Percents
What Is Algebra and How Do I Teach It?
Difficulties with Algebra
Teaching Algebraic Reasoning
What is Problem Solving and How Do I Teach It?
Types of Word Problems
Difficulties with Problem Solving
Teaching Problem Solving
Summary
Self-Test Questions
Revisit the Opening Challenge
Professional Standards and Licensure
MyLabSchool Sample Activities
Chapter 13 Facilitating Content-Area Instruction and Study Skills
Chapter Objectives
Opening Challenge: Facilitating Content-Area Instruction and Study Skills
How Can I Teach Content-Area Vocabulary and Concepts?
Technical Vocabulary and Concepts
How Can Students Monitor Their Reading Comprehension?
Facilitating Students' Monitoring of Their Reading Comprehension
Facilitating Student Learning from Textbooks
How Can I Facilitate Student Participation?
Facilitating Class Discussions to Engage Students
Using Anchored Instruction to Facilitate Participation
What Difficulties Do Students Demonstrate with Study Skills?
How Can Students Learn Time Management Skills?
Promoting Time Management Skills
Facilitating Listening and Notetaking
What Are Ways to Facilitate Memorization and Test Taking?
Facilitating Memorization and Test Taking
Summmary
Self-Test Questions
Revisit the Opening Challenge
Professional Standards and Licensure
MyLabSchoolSample Activities
Glossary
References
Name Index
Subject Index
Chapter 1 Inclusive Teaching as Responsive Education
Chapter Objectives
Opening Challenge: Ms. Smith Goes to School
What Is a Disability?
The Deficit Perspective on Disabilities
The Cultural Perspective on Disabilities
The Social Perspective on Disabilities
Disability as a Minority
What Are Some Reasons for Disabilities?
Biological Causes of Disability
Environmental Causes of Disability
Who Are Student's with Disabilities?
What Are the Origins of Special Education?
Inconsistent Opportunities
Court Cases: A Backdrop for National Legislation
What Laws and Court Decisions Protect Students with Disabilities?
Section 504
Americans with Disabilities Act (ADA)
Court Decisions Defining IDEA
No Child Left Behind Act (NCLB)
Assistive Technology Act of 2004 (ATA)
What Is Special Education?
Free Appropriate Public Education (FAPE)
Least Restrictive Environment (LRE)
Systematic Identification Procedures
Individualized Education Programs
Family Involvement
Related Services
Access to the General Education Curriculum
Evidenced-Based Practices
Frequent Monitoring of Progress
What Is Inclusive Education?
Origins of Inclusion
Inclusive Education Practices
The Inclusion Debate
Summary
Self-Test Questions
Revisiting the Opening Challenge
Professional Standards and Licensure
MyLabSchool Sample Activities
Chapter 2 Understanding Learners with Special Needs: High Incidence Disabilities or Conditions
Chapter Objectives
Opening Challenge: Miss Clarkson's Sorting Them Out
Who Are Students with Special Needs?
Who Are Students with Disabilities?
How Are Disabilities Organized for Special Education?
Special Education Categories
Severity of Disability
Prevalence
Who Are Students with Learning Disabilities?
Definition
Types
Characteristics
Prevalence
Who Are Students with Speech or Language Impairments?
Definition
Types
Characteristics
Prevalence Who Are Students with Attention Deficit Hyperactivity Disorder (ADHD)?
Definition
Types
Characteristics
Prevalence
Who Are Students with Mental Retardation?
Definition
Types
Characteristics
Prevalence
Summary
Self-Test Questions
Revisit the Opening Challenge
Professional Standards and Licensure
MyLabSchool Sample Activities
Chapter 3 Understanding Learners with Special Needs: Low Incidence Disabilities or Conditions
Chapter Objectives
Opening Challenge: Ms. Simpkin's New Student
Who Are Students with Low Incidence Conditions
Definition
Types
Characteristics
Prevalence
Who Are Students with Autism Spectrum Disorders?
Definition
Types
Characteristics
Prevalence
Who Are Students with Multiple-Severe Disabilities?
Definition
Types
Characteristics
Prevalence
Who Are Students with Developmental Delay?
Definition
Types
Characteristics
Prevalence
Who Are Students with Physical Disabilities?
Definition
Types
Characteristics
Prevalence
Who Are Students Who Are Deaf and Hard of Hearing?
Definition
Types
Characteristics
Prevalence
Who Are Students with Visual Disabilities?
Definition
Types
Characteristics
Prevalence
Who Are Students with Traumatic Brain Injury?
Definition
Types
Characteristics
Prevalence
Who Are Students with Deafblindness?
Definition
Types
Characteristics
Prevalence
Summary
Self-Test Questions
Revisit the Opening Challenge
Professional Standards and Licensure
MyLabSchool Sample Activities
Chapter 4 Other Students with Special Learning Needs
Chapter Objectives
Opening Challenge: Helping Students with Other Special Learning Needs Access the Curriculum
What Is Section 504, Who Are the Students Protected by It, and What Educational Services Are They Entitled To?
Qualifying for Services under Section 504
Providing Educational Services under Section 504
How Can We Meet the Needs of All Students in a Culturally and Linguistically Diverse Classroom?
Definition
Multicultural Education
Bilingual Education
Culturally and Linguistically Diverse Students and Special Education
Bilingual and Multicultural Special Education
Effective Bilingual Special Education Programs
Who Are Students At Risk?
Definition
Some Conditions that Contribute to Risk
Prevention
Who Are Students with Gifts and Talents?
Definition of Giftedness
Types of Gifts and Talents
Characteristics of Giftedness
Prevalence of Giftedness
Culturally and Linguistically Diverse Gifted Students
Gifted Students with Disabilities
Gifted Females
Teaching Students Who Are Gifted and Talented
Summary
Self-Test Questions
Revisit the Opening Challenge
Professional Standards and Licensure
MyLabSchool Sample Activities
Chapter 5 Delivery of Special Services Through Individualized Plans
Chapter Objectives
Opening Challenge: Mr. Hernandez Wonders How all These Special Education Services Can Come Together
How Is Responsive General Education the Foundation for Special Education?
Evidence Based Instruction
Differentiating Instruction
What Components of Special Education Must Be in Place to Meet the Needs of Students with Disabilities?
Highly Qualified Special Educators
Related Services and Providers
What Is the IEP Process?
Step 1: Pre-referral
Step 2: Referral
Step 3: Identification
Step 4: Eligibility
Step 5: Development of the IEP
Step 6: Implementation of the IEP
Step 7: Evaluation and Reviews
Who Are Members of the IEP Team?
Roles of Education Professionals
Roles of Families
Roles of Students
What Tools Guarantee Students with Disabilities and Appropriate Education?
Individualized Family Service Plans (IFSPs)
Individualized Educational Programs (IEPs)
Transition Componsnets of IEPs
Behavior Intervention Plans
When and How Are Existing Individualized Plans Evaluated?
Monitoring Progress
Change in Services or Supports
What Does IDEA '04 Require During the IEP Process?
Summary
Self-Test Questions
Revisit the Opening Challenge
Professional Standards and Licensure
MyLabSchool Sample Activities
Chapter 6 Differentiating Instruction to Promote Access to the Curriculum
Chapter Objectives
Opening Challenge: Planning and Delivering Instruction
How Do We Differentiate Instruction?
Universal Design
Multicultural and Linguistic Considerations
What Instructional Practices Help Students Access and Master the Curriculum?
Planning for Instruction
Delivering Instruction
What Are Effective Instructional Groupings Practices?
Grouping Structures
Peer Tutoring
Cooperative Learning
How Can Instructional Materials be Adapted?
Textbooks
Instructional Materials
What Are Effective Homework Practices?
Homework Practices
Guidelines for Homework Practices
How Can Assistive Technology Help Students Access the Curriculum?
Assistive Technology Devices
AT Integration
Summary
Self-Test Questions
Revisit the Opening Challenge
Professional Standards and Licensure
MyLabSchool Sample Activities
Chapter 7 Assessing Students with Special Needs
Chapter Objectives
Opening Challenge: Determining What Students Know
Why Do We Assess Students with Special Needs?
Purposes of Assessment
Legislation Protection Related to Assessment
How Do We Assess Students with Special Needs?
Standardized Versus Nonstandardized Procedures
Screening Procedures
Observations
Rating Scales and Checklists Work Samples
School Records
Portfolio Assessments
Performance Assessments
Behavioral Assessments
Progress-Monitoring Assessments
How Do We Adapt and Modify Assessments for Students with Special Needs?
Universal Design
Adaptation Categories
Adaptations for High Stakes Testing
Adaptations for Grading
Alternative Assessments
Summary
Self-Test Questions
Revisit the Opening Challenge
Professional Standards and Licensure
MyLabSchool Sample Activities
Chapter 8 Developing Collaborative Partnerships
Chapter Objectives
Opening Challenge: Promoting Collaborative Partnerships To Meet the Needs of All Students
What Are the Characteristics of Collaboration?
What Are Critical Prerequisite Skills for Effective Collaboration?
Communication Skills
Conflict Resolution Skills
Multicultural and Linguistic Diversity Considerations
How Can Professionals Work Together Collaboratively?
The Need for Collaborative Partnerships with Professionals
Models of Collaborative Partnerships with Professionals
Collaboration Considerations for English Language Learners
How Can Professionals Collaborate with Paraprofessionals?
The Need for Collaborative Partnerships with Paraprofessionals
The Development of Collaborative Partnerships with Paraprofessionals
How Can Professionals Collaborate with Families?
The Need for Collaborative Partnerships with Families
The Development of Collaborative Partnerships with Families
Summary Self-Test Questions
Revisit the Opening Challenge
Professional Standards and Licensure
MyLabSchool Sample Activities
Chapter 9 Promoting Positive Behavior and Facilitating Social Skills
Chapter Objectives
Opening Challenge: Ms. Martinez is Puzzled About Behavior and Social Problems
What Practices Can I Use to Foster Positive Relationships with My Students?
Get to Know Your Students
Use Motivational Practices
Be Responsive to Cultural Differences
Conduct Student Meetings
How Can I Communicate Effectively with Students?
Communicate Clear and Consistent Messages
Explain the Rules and Consequences
Explain the Daily Schedule
Provide Good Directions
Describe Transition Procedures
Use Specific Praise Judiciously
What Are Effective Classroom Arrangement Practices?
Physical Arrangements
Traffic Patterns
Seating Arrangements
With-It-Ness
Classroom Observation
What Are the Goal of Misbehavior?
What Interventions Are Available for Less Serious Behavior Problems?
Planned Ignoring
Redirect Inappropriate Behavior
Contingent Observation
Criterion-Specific Rewards
Contracting
Interdependent Group Contingencies Self-Regulation
What Interventions Are Available for More Serious Behavior Problems?
Timeout and Seclusion Timeout
In-School Supervision
How Can I Identify and Assess Problem Behaviors?
Behavior Identification
Observational Techniques
What Are the Components of Positive Behavioral Supports?
Functional Behavioral Assessment
Behavioral Intervention Plan
What Is Social Competence?
Curriculum
Social Interactions
What Interventions Can Be Used to Teach Social Skills?
Role Playing
Coaching
Problem Solving and Decision Making
How Can I Assess Social Skills?
Sociometric Survey
Sociogram
How Can We Promote Safer Schools?
Guidelines for Safer Schools
Bullying
Summary
Self-Test Questions
Revisit the Opening Challenge
Professional Standards and Licensure
MyLabSchool Sample Activities
Chapter 10 Teaching Reading
Opening Challenge: Ensuring Appropriate Reading Instruction
Who Are Students with Reading Difficulties?
Factors Contributing to Reading Difficulties
Dyslexia
What Is Phonological Awareness and How Do I Teach It?
Types of Phonological Awareness
Difficulties with Phonological Awareness
Teaching Phonological Awareness
What Is Word Identification and How Do I Teach It?
Difficulties with Sight Word Recognition
Teaching Sight Word Recognition
Difficulties with Phonic Analysis
Teaching Phonic Analysis
Difficulties with Structural Analysis
Teaching Structural Analysis
Syllable Types and Patterns
Difficulties with Multisyllabic Word Recognition
Teaching Multisyllabic Word Recognition
What Is Reading Fluency and How Do I Teach It?
Difficulties with Fluency
Assessing Fluency
Teaching Fluency
What Is Reading Vocabulary and How Do I Teach It?
Types of Vocabularies
Difficulties with Vocabulary
Teaching Vocabulary
What Is Reading Comprehension and How Do I Teach It?
Types of Comprehension
Types of Text
Types of Comprehension Questions
Difficulties with Reading Comprehension
Reading Comprehension Strategy Instruction
Teaching Reading Comprehension
Summary
Self-Test Questions
Revisit the Opening Challenge
Professional Standards and Licensure
MyLabSchool Sample Activities
Chapter 11 Teaching Writing
Chapter Objectives
Opening Challenge: Ensuring Appropriate Writing Instruction
Who Are Students with Writing Difficulties?
Writing Difficulties
Dysgraphia
What Is the Prewriting Stage and How Do I Teach It?
Difficulties with Prewriting
Teaching Prewriting
What Is the Drafting Stage and How Do I Teach It?
Difficulties with Drafting
Teaching Drafting
What Is the Revising Stage and How Do I Teach It?
Difficulties with Revising
Teaching Revising
What Is the Editing Stage and How Do I Teach It?
Difficulties with Editing
Teaching Editing
What Is the Publishing Stage and How Do I Teach It?
Publications That Publish Student Writing, Poetry, and Art
Difficulties with Publishing
Teaching Publishing
Summary
Self-Test Questions
Revisit the Opening Challenge
Professional Standards and Liscensure
MyLabSchool Sample Activities
Chapter 12 Teaching Mathematics
Opening Challenge: Helping Struggling Students Access the Mathematics Curriculum
Who Are Students with Mathematics Difficulties?
Mathematics Difficulties
Factors Contributing to Mathematics Difficulties
Dyscalculia
Who Are Mathematically Gifted and Talented Students?
Learning Characteristics
Differentiating Instruction
What Is Early Number Development and How Dow I Teach It?
Difficulties with Early Number Development
Teaching Early Number Development
What Are Arithmetic Combination and How Do I Teach Them?
Difficulties with Arithmetic Combinations
Teaching Arithmetic Combinations
What Is Place Value and How Do I Teach It?
Difficulties with Place Value
Teaching Place Value
Difficulties with Whole-Number Computation
Teaching Whole-Number Computation
What Are Fractions, Decimals, and percents and How Do I Teach Them?
Difficulties with Fractions, Decimals, and Percents
Teaching Fractions, Decimals, and Percents
What Is Algebra and How Do I Teach It?
Difficulties with Algebra
Teaching Algebraic Reasoning
What is Problem Solving and How Do I Teach It?
Types of Word Problems
Difficulties with Problem Solving
Teaching Problem Solving
Summary
Self-Test Questions
Revisit the Opening Challenge
Professional Standards and Licensure
MyLabSchool Sample Activities
Chapter 13 Facilitating Content-Area Instruction and Study Skills
Chapter Objectives
Opening Challenge: Facilitating Content-Area Instruction and Study Skills
How Can I Teach Content-Area Vocabulary and Concepts?
Technical Vocabulary and Concepts
How Can Students Monitor Their Reading Comprehension?
Facilitating Students' Monitoring of Their Reading Comprehension
Facilitating Student Learning from Textbooks
How Can I Facilitate Student Participation?
Facilitating Class Discussions to Engage Students
Using Anchored Instruction to Facilitate Participation
What Difficulties Do Students Demonstrate with Study Skills?
How Can Students Learn Time Management Skills?
Promoting Time Management Skills
Facilitating Listening and Notetaking
What Are Ways to Facilitate Memorization and Test Taking?
Facilitating Memorization and Test Taking
Summmary
Self-Test Questions
Revisit the Opening Challenge
Professional Standards and Licensure
MyLabSchoolSample Activities
Glossary
References
Name Index
Subject Index