Inclusion
Effective Practices for All Students
Published on 22. July 2009
Book
Paperback/Softback
512 pages
978-0-13-515403-8 (ISBN)
Description
Using a pragmatic and realistic approach to inclusion, this first edition text emphasizes three main themes: the underlying values of making all students active participants in the classroom; the importance of effective evidenced-based practices that work in real classrooms; and the worth of creating highly effective professional educators who have the knowledge, skills, and dispositions to meet the needs of a broad spectrum of diverse students.
Among the many helpful features in the text, Inclusion weaves the stories of three real-world schools throughout the text. The three inclusive schools, which cover the elementary, middle, and high school levels, are used to color the content of the text with examples, interviews, descriptions, and practices that work in real settings with real students.
Written in a clear, succinct, practical, and approachable style, and with consistent pedagogical elements and themes carried throughout, this text addresses the needs of the diverse range of pre-service professionals: traditional special education students, traditional general education students, and alternative certification students.
The book paints a complete picture of inclusion by breaking the subject into three overarching segments: Foundations of Successful Inclusion, Meeting the Needs of All Students, and Effective Practices for All Students. The initial section provides an introduction to inclusion, an account of how and why it has evolved, and how the diversity of students in today's schools influence inclusion and education in general. The second section includes seven brief chapters that provide background information regarding specific disabilities as well as key issues and challenges for including students in each category. Section three provides an in-depth presentation of key evidence-based practices.
Among the many helpful features in the text, Inclusion weaves the stories of three real-world schools throughout the text. The three inclusive schools, which cover the elementary, middle, and high school levels, are used to color the content of the text with examples, interviews, descriptions, and practices that work in real settings with real students.
Written in a clear, succinct, practical, and approachable style, and with consistent pedagogical elements and themes carried throughout, this text addresses the needs of the diverse range of pre-service professionals: traditional special education students, traditional general education students, and alternative certification students.
The book paints a complete picture of inclusion by breaking the subject into three overarching segments: Foundations of Successful Inclusion, Meeting the Needs of All Students, and Effective Practices for All Students. The initial section provides an introduction to inclusion, an account of how and why it has evolved, and how the diversity of students in today's schools influence inclusion and education in general. The second section includes seven brief chapters that provide background information regarding specific disabilities as well as key issues and challenges for including students in each category. Section three provides an in-depth presentation of key evidence-based practices.
More details
Language
English
Place of publication
United States
Publishing group
Pearson Education (US)
Target group
College/higher education
Professional and scholarly
Dimensions
Height: 276 mm
Width: 216 mm
Weight
1104 gr
ISBN-13
978-0-13-515403-8 (9780135154038)
Copyright in bibliographic data is held by Nielsen Book Services Limited or its licensors: all rights reserved.
Schweitzer Classification
Other editions
New editions
James L. McLeskey | Michael S. Rosenberg | David L. Westling
Inclusion
Effective Practices for All Students
Book
03/2012
2nd Edition
Pearson
€148.79
Article exhausted; check for reprint
Persons
James McLeskey is professor and chair of the Department of Special Education at the University of Florida. He is the author of Special Education for Today's Teachers: An Introduction (Prentice Hall, 2008), Reflections on Inclusion: Classic Articles that Shaped our Thinking (CEC, 2007), and Inclusive Education in Action: Making Differences Ordinary (ASCD, 2000). He has worked extensively with helping local schools develop inclusive classrooms, and has written numerous articles regarding this work.
David L. Westling is the Adelaide Worth Daniels Distinguished Professor of Special Education at Western Carolina University in Cullowhee, North Carolina. He received his Ed.D. Degree in Special Education from the University of Florida in 1976. He is the co-author of Teaching Students with Severe Disabilities (Prentice Hall, 2008), Special Education for Today's Teachers: An Introduction (Prentice Hall, 2008), and numerous papers in professional journals on related subjects.
David L. Westling is the Adelaide Worth Daniels Distinguished Professor of Special Education at Western Carolina University in Cullowhee, North Carolina. He received his Ed.D. Degree in Special Education from the University of Florida in 1976. He is the co-author of Teaching Students with Severe Disabilities (Prentice Hall, 2008), Special Education for Today's Teachers: An Introduction (Prentice Hall, 2008), and numerous papers in professional journals on related subjects.
Content
Part I: Foundations of Successful Inclusion
Chapter 1: What Is Inclusion and Why Is It Important?
Introduction
Inclusion Is for All Students
Descriptions of Three Highly Effective, Inclusive Schools
Students with Disabilities and Special Education
Other Students Who May Need Support in the General Education Classroom
Concepts That Support Inclusive Practices
Normalization
Least Restrictive Environment
What Are Effective Inclusive Programs?
Inclusive Programs: Research on Effectiveness
Your Role as a Teacher in an Inclusive School
General Education Teachers
Special Education Teachers
Related Services Professionals
Paraeducators
Teacher Attitudes Toward Inclusion
Being a Good Teacher of All Students
Appropriate Dispositions
Positive Teacher Attitude
Summary
Chapter 2: Inclusion: Reflections on the Past, Present, and Future
Perspectives on Inclusion
Introduction
The Evolution of Inclusive Special Education Services
From Segregation to Inclusion
Civil Rights and Parent Advocacy
Current Status of Inclusive Practices
Legal Foundations of Special Education and Inclusion
Individuals with Disabilities Education Improvement Act (IDEA 2004)
From Law to Classroom: Major Components of IDEA 2004
No Child Left Behind
Elements of NCLB
Section 504 of the Rehabilitation Act of 1973 (PL 93-112) and the Americans with Disabilities Act
Tomorrow's Challenges
AYP and Students with Disabilities
Highly Qualified Professionals
Evolving Roles in a Changing System
Summary
Chapter 3: A Look at Today's Schools: Teaching Students from Diverse Backgrounds
Perspectives on Teaching Students from Diverse Backgrounds
Introduction
Who Are the Students in Today's Schools?
Ethnic Groups
Language
Poverty
Diversity in Special Education
Student Diversity and Academic Achievement
Academic Proficiency
High School Graduation Rates
Teachers, Students, and the Demographic Divide
Culture and Student Outcomes
Establishing Connections Across a Cultural Divide
What Is Culture, and Why Is It So Important?
What Can Teachers Do? Culturally Responsive Teaching in Inclusive Classrooms
Supporting Resilience and Motivation
Culturally Responsive Inclusive Pedagogy
Demonstrating Care
High Expectations: What Does "No Excuses" Really Mean?
Using a Diverse Curriculum
Summary
Part II: Meeting the Needs of All Students
Chapter 4: Students with Learning Disabilities
Perspectives on Including Students with Learning Disabilities
Introduction
Who Are Students with Learning Disabilities?
Identification of Students with Learning Disabilities
Prevalence
Service Delivery
Major Characteristics of Students with Learning Disabilities
Academic Difficulties
Cognitive Skill Deficits
Social and Motivational Problems
Effective Instruction for Students with Learning Disabilities
Effective Instruction for Elementary Students
Effective Instruction for Secondary Students
Final Thoughts Regarding Effective Practices
Summary
Chapter 5: Students with Attention-Deficit/Hyperactivity Disorder
Perspectives on Including Students with Attention-Deficit/Hyperactivity Disorder
Introduction
Who Are Students with Attention-Deficit/Hyperactivity Disorder?
Definition
Identification of Students with ADHD
Prevalence
Service Delivery
Major Characteristics of Students with ADHD
Inattentive, Hyperactive, and Impulsive Behaviors
Social and Behavior Problems
Academic Difficulties
Effective Instruction for Students with ADHD
Effective Instruction for Elementary Students
Effective Instruction for Secondary Students
The Use of Medication to Address the Symptoms of ADHD
Final Thoughts Regarding Effective Practices
Summary
Chapter 6: Students with Intellectual Disabilities
Perspectives on Including Student with Intellectual Disabilities
Introduction
Who Are Students with Intellectual Disabilities?
Definition
Identification of Students with Intellectual Disabilities
Prevalence
Service Delivery
Major Characteristics of Students with Intellectual Disabilities
Academic Difficulties
Cognitive Skill Deficits
Social and Behavior Problems
Effective Instruction for Students with Intellectual Disabilities
Effective Instruction for Elementary Students
Effective Instruction for Secondary Students
Final Thoughts Regarding Effective Practices
Summary
Chapter 7: Students with Emotional and Behavioral Disabilities
Perspectives on Including Students with Emotional and Behavioral Disabilities
Introduction
Who Are Students with Emotional and Behavioral Disabilities?
Definition
Identification of Students with Emotional and Behavioral Disabilities
Prevalence
Service Delivery
Major Characteristics of Students with Emotional and Behavioral Disabilities
Externalizing Behavior Problems
Internalizing Behavior Problems
Cognitive, Academic, and Social Behavior
Effective Instruction for Students with Emotional and Behavioral Disabilities
Effective Instruction for Elementary Students
Effective Instruction for Secondary Students
Final Thoughts Regarding Effective Practices
Summary
Chapter 8: Students with Autism Spectrum Disorders
Perspectives on Including Students with Autism Spectrum Disorders
Introduction
Who Are Students with Autism Spectrum Disorders?
Definition
Identification of Students with Autism Spectrum Disorders
Prevalence
Service Delivery
Major Characteristics of Students with Autism Spectrum Disorders
Primary Characteristics
Secondary Behavioral Factors
Effective Instruction for Students with Autism Spectrum Disorders
Effective Instruction for Elementary Students
Effective Instruction for Secondary Students
Final Thoughts Regarding Effective Practices
Summary
Chapter 9: Students with Communication Disorders and Students with Sensory Impairments
Perspectives on Including Students with Communication Disorders
Introduction
Who Are Students with Communication Disorders?
Definitions
Identification of Students with Communication Disorders
Prevalence
Service Delivery
Major Characteristics of Students with Communication Disorders
Academic and Cognitive Performance
Behavior Performance and Social Skills
Effective Instruction for Students with Communication Disorders
Effective Instruction for Elementary Students
Effective Instruction for Secondary Students
Who Are Students with Sensory Impairments?
Definitions
Identification of Students with Sensory Impairments
Prevalence
Service Delivery
Major Characteristics of Students with Sensory Impairments
Academic and Cognitive Performance
Behavior Performance and Social Skills
Effective Instruction for Students with Sensory Impairments
Effective Instruction for Elementary Students
Effective Instruction for Secondary Students
Final Thoughts Regarding Effective Practices
Summary
Chapter 10: Students with Physical Disabilities, Health Impairments, and Multiple Disabilities
Perspectives on Including Students with Physical Disabilities
Introduction
Who Are Students with Physical Disabilities, Health Impairments, and Multiple Disabilities?
Definitions
Identification of Students with Physical Disabilities, Health Impairments, and Multiple Disabilities
Prevalence
Service Delivery
Major Characteristics of Students with Physical Disabilities, Health Impairments, and Multiple Disabilities
Academic and Cognitive Performance
Behavior Performance and Social Skills
Effective Instruction for Students with Physical Disabilities, Health Impairments, and Multiple Disabilities
Effective Instruction for Elementary Students
Effective Instruction for Secondary Students
Strategies to Achieve Social Success
Final Thoughts Regarding Effective Practices
Summary
Part III: Effective Practices
Chapter 11: Collaboration and Teaming
Perspectives on Collaboration
Introduction
Collaboration: What to Expect
What Is Collaboration?
Dispositions Needed for Successful Collaboration
Skills Needed for Successful Collaboration
Collaborative Roles in Inclusive Schools
Collaborative Teams
Co-Teaching
Collaborative Consultation
Students as Collaborators: Peer Assistance in Inclusive Classrooms and Schools
The Peer Buddy Program
Summary
Putting It All Together
Strategy 11.1: Key Components of Effective Collaboration
Strategy 11.2: Communication Skills and Successful Collaboration
Strategy 11.3: Teacher Assistance Teams
Strategy 11.4: Co-Teaching
Strategy 11.5: Working with Paraeducators
Strategy 11.6: Working with Families: Home-School Connection
Strategy 11.7: Peer Buddies
Chapter 12: Formal Plans and Planning for Differentiated Instruction
Perspectives on Planning
Introduction
Response-to-Intervention Plans
Individualized Education Programs
Section 504 Plans
Behavior Intervention Plans
Planning for Differentiated Instruction
Getting to Know Your Standards
Level-1 Planning: Identifying Students' Learning Needs
Level-2 Planning: Preparing for Daily Instruction
Level 3: Interactive Planning During Instruction
Monitoring Student Progress
Grading Students with Disabilities
Arranging the Classroom for Inclusion
Summary
Putting It All Together
Strategy 12.1: Contributing to Individualized Educational Programs
Strategy 12.2: Procedures for Developing a 504 Plan
Strategy 12.3: Planning for Differentiated Instruction
Strategy 12. 4: Identifying Instructional Needs for Students with Disabilities or Special Needs in General Education Classrooms
Strategy 12. 5: Planning for Basic Skills Instruction in an Inclusive Classroom
Strategy 12.6: Planning for Academic Content Instruction in an Inclusive Classroom
Strategy 12.7: Using Curriculum-Based Measures to Measure Student Academic Progress
Strategy 12.8: Procedures for Developing a Personalized Grading Plan
Chapter 13: Effective Instruction in Elementary Inclusive Classrooms: Teaching Reading, Writing, and Mathematics
Perspectives on Effective Instruction
Introduction
Effective Instruction in an Inclusive Classroom: What to Expect
Principles and Practices to Support Effective Instruction
Effective Instruction: Teacher Behaviors in Delivering Instruction
Grouping Students to Support the Delivery of Effective Instruction
Individual Tutoring
Peer Tutoring
Effective Instruction in Reading, Writing, and Mathematics
Reading Instruction
Writing Instruction
Mathematics Instruction
Summary
Putting It All Together
Strategy 13.1: Success for All
Strategy 13.2: Cooperative Learning
Strategy 13.3: Reading Recovery
Strategy 13.4: Peer-Assisted Learning Strategies
Strategy 13.5: Beginning Reading: Tiers of Instruction and Response to Intervention
Strategy 13.6: Self-Regulated Strategy Development and Writing Instruction
Strategy 13.7: Cognitive Strategy Instruction for Teaching Math Problem Solving
Chapter 14: Teaching Students in Secondary Content Areas
Perspectives on Teaching Secondary Content to Students with Disabilities
Introduction
Content Learning Differences: What to Expect
Prerequisites for Inclusive Content-Area Instruction
Understanding Curriculum
Working Collaboratively
Models and Approaches for Inclusive Content-Area Instruction
Universal Design for Learning
Direct Instruction
Guided Discovery Learning
Cooperative Learning
Learning Strategies
Content Enhancements
Content Survival Strategies
Content-Area Reading
Note Taking
Test Taking
Time and Assignment Management
Content-Area Instruction for Students with Severe Disabilities
Summary
Putting It All Together
Strategy 14.1: Content Enhancements: Unit and Lesson Organizers
Strategy 14.2: Improving Expository Writing Across Content-Area Classes
Strategy 14.3: Mnemonic Strategies
Strategy 14.4: Content-Area Reading
Strategy 14.5: Developing and Supporting Note Taking
Strategy 14.6: Developing Effective Test Taking
Chapter 15: Effective Practices for All Students: Classroom Management
Perspectives on Classroom Management
Introduction
Student Behavior: What to Expect
Behavior Management Readiness
Classroom Organization
Effective Instruction
A Climate of Care and Respect
Addressing Student Behavior: Tiered Management
Universal Inclusive Practice and Supports
Targeted Interventions
Functional Behavioral Assessment
Behavior Intervention Plans
Wraparound Supports
Summary
Putting It All Together
Strategy 15.1: Developing and Maintaining Rules and Procedures
Strategy 15.2: Surface Management Techniques
Strategy 15.3: Developing Consequences and Delivering Them with Consistency
Strategy 15.4: Defusing Confrontations and Responding to Dangerous Behavior
Strategy 15.5: Check-In, Connect, Check-Out Systems
Strategy 15.6: Behavioral Contracts
Strategy 15.7: Function-Based Thinking, Functional Behavior Assessments, and Behavior Intervention Plans
Strategy 15.8: Direct Teaching of Social Skills: Social Stories
Chapter 16: Using Technology to Enhance Inclusion
Perspectives on Using Technology to Enhance Inclusion
Introduction
Educational Technology
Use of Educational Technology in General Education Classrooms
Using Educational Technology to Facilitate Inclusion
What You Can Expect from Educational Technology
Assistive Technology
AT Devices to Support Academic Activities
Augmentative and Alternative Communication Devices
Personal Digital Assistants
AT Devices for Daily Living
How Effective Is Assistive Technology?
Universal Design for Learning
Principles of UDL
Applying UDL Principles
Example of the Effectiveness of UDL Applications
Summary
Putting It All Together
Strategy 16.1: Teaching Students to Use Educational Technology Programs
Strategy 16.2: Using READ 180 in the Classroom
Strategy 16.3: Using the Computer Game PLATO (R) Achieve Now on PSP (R) (Mathematics) to Improve Students' Homework Performance
Strategy 16.4: Evaluating Educational Technology
Strategy 16.5: A Decision-Making Process for Selecting Assistive Technology Devices
Strategy 16.6: Using Word Processing and Related Software to Support Student Writing
Strategy 16.7: Teaching Students with Disabilities to Use Calculators
Strategy 16.8: Supporting Students Who Use AAC Devices
Strategy 16.9: Supporting Students Who Use Motorized Wheelchairs
Chapter 1: What Is Inclusion and Why Is It Important?
Introduction
Inclusion Is for All Students
Descriptions of Three Highly Effective, Inclusive Schools
Students with Disabilities and Special Education
Other Students Who May Need Support in the General Education Classroom
Concepts That Support Inclusive Practices
Normalization
Least Restrictive Environment
What Are Effective Inclusive Programs?
Inclusive Programs: Research on Effectiveness
Your Role as a Teacher in an Inclusive School
General Education Teachers
Special Education Teachers
Related Services Professionals
Paraeducators
Teacher Attitudes Toward Inclusion
Being a Good Teacher of All Students
Appropriate Dispositions
Positive Teacher Attitude
Summary
Chapter 2: Inclusion: Reflections on the Past, Present, and Future
Perspectives on Inclusion
Introduction
The Evolution of Inclusive Special Education Services
From Segregation to Inclusion
Civil Rights and Parent Advocacy
Current Status of Inclusive Practices
Legal Foundations of Special Education and Inclusion
Individuals with Disabilities Education Improvement Act (IDEA 2004)
From Law to Classroom: Major Components of IDEA 2004
No Child Left Behind
Elements of NCLB
Section 504 of the Rehabilitation Act of 1973 (PL 93-112) and the Americans with Disabilities Act
Tomorrow's Challenges
AYP and Students with Disabilities
Highly Qualified Professionals
Evolving Roles in a Changing System
Summary
Chapter 3: A Look at Today's Schools: Teaching Students from Diverse Backgrounds
Perspectives on Teaching Students from Diverse Backgrounds
Introduction
Who Are the Students in Today's Schools?
Ethnic Groups
Language
Poverty
Diversity in Special Education
Student Diversity and Academic Achievement
Academic Proficiency
High School Graduation Rates
Teachers, Students, and the Demographic Divide
Culture and Student Outcomes
Establishing Connections Across a Cultural Divide
What Is Culture, and Why Is It So Important?
What Can Teachers Do? Culturally Responsive Teaching in Inclusive Classrooms
Supporting Resilience and Motivation
Culturally Responsive Inclusive Pedagogy
Demonstrating Care
High Expectations: What Does "No Excuses" Really Mean?
Using a Diverse Curriculum
Summary
Part II: Meeting the Needs of All Students
Chapter 4: Students with Learning Disabilities
Perspectives on Including Students with Learning Disabilities
Introduction
Who Are Students with Learning Disabilities?
Identification of Students with Learning Disabilities
Prevalence
Service Delivery
Major Characteristics of Students with Learning Disabilities
Academic Difficulties
Cognitive Skill Deficits
Social and Motivational Problems
Effective Instruction for Students with Learning Disabilities
Effective Instruction for Elementary Students
Effective Instruction for Secondary Students
Final Thoughts Regarding Effective Practices
Summary
Chapter 5: Students with Attention-Deficit/Hyperactivity Disorder
Perspectives on Including Students with Attention-Deficit/Hyperactivity Disorder
Introduction
Who Are Students with Attention-Deficit/Hyperactivity Disorder?
Definition
Identification of Students with ADHD
Prevalence
Service Delivery
Major Characteristics of Students with ADHD
Inattentive, Hyperactive, and Impulsive Behaviors
Social and Behavior Problems
Academic Difficulties
Effective Instruction for Students with ADHD
Effective Instruction for Elementary Students
Effective Instruction for Secondary Students
The Use of Medication to Address the Symptoms of ADHD
Final Thoughts Regarding Effective Practices
Summary
Chapter 6: Students with Intellectual Disabilities
Perspectives on Including Student with Intellectual Disabilities
Introduction
Who Are Students with Intellectual Disabilities?
Definition
Identification of Students with Intellectual Disabilities
Prevalence
Service Delivery
Major Characteristics of Students with Intellectual Disabilities
Academic Difficulties
Cognitive Skill Deficits
Social and Behavior Problems
Effective Instruction for Students with Intellectual Disabilities
Effective Instruction for Elementary Students
Effective Instruction for Secondary Students
Final Thoughts Regarding Effective Practices
Summary
Chapter 7: Students with Emotional and Behavioral Disabilities
Perspectives on Including Students with Emotional and Behavioral Disabilities
Introduction
Who Are Students with Emotional and Behavioral Disabilities?
Definition
Identification of Students with Emotional and Behavioral Disabilities
Prevalence
Service Delivery
Major Characteristics of Students with Emotional and Behavioral Disabilities
Externalizing Behavior Problems
Internalizing Behavior Problems
Cognitive, Academic, and Social Behavior
Effective Instruction for Students with Emotional and Behavioral Disabilities
Effective Instruction for Elementary Students
Effective Instruction for Secondary Students
Final Thoughts Regarding Effective Practices
Summary
Chapter 8: Students with Autism Spectrum Disorders
Perspectives on Including Students with Autism Spectrum Disorders
Introduction
Who Are Students with Autism Spectrum Disorders?
Definition
Identification of Students with Autism Spectrum Disorders
Prevalence
Service Delivery
Major Characteristics of Students with Autism Spectrum Disorders
Primary Characteristics
Secondary Behavioral Factors
Effective Instruction for Students with Autism Spectrum Disorders
Effective Instruction for Elementary Students
Effective Instruction for Secondary Students
Final Thoughts Regarding Effective Practices
Summary
Chapter 9: Students with Communication Disorders and Students with Sensory Impairments
Perspectives on Including Students with Communication Disorders
Introduction
Who Are Students with Communication Disorders?
Definitions
Identification of Students with Communication Disorders
Prevalence
Service Delivery
Major Characteristics of Students with Communication Disorders
Academic and Cognitive Performance
Behavior Performance and Social Skills
Effective Instruction for Students with Communication Disorders
Effective Instruction for Elementary Students
Effective Instruction for Secondary Students
Who Are Students with Sensory Impairments?
Definitions
Identification of Students with Sensory Impairments
Prevalence
Service Delivery
Major Characteristics of Students with Sensory Impairments
Academic and Cognitive Performance
Behavior Performance and Social Skills
Effective Instruction for Students with Sensory Impairments
Effective Instruction for Elementary Students
Effective Instruction for Secondary Students
Final Thoughts Regarding Effective Practices
Summary
Chapter 10: Students with Physical Disabilities, Health Impairments, and Multiple Disabilities
Perspectives on Including Students with Physical Disabilities
Introduction
Who Are Students with Physical Disabilities, Health Impairments, and Multiple Disabilities?
Definitions
Identification of Students with Physical Disabilities, Health Impairments, and Multiple Disabilities
Prevalence
Service Delivery
Major Characteristics of Students with Physical Disabilities, Health Impairments, and Multiple Disabilities
Academic and Cognitive Performance
Behavior Performance and Social Skills
Effective Instruction for Students with Physical Disabilities, Health Impairments, and Multiple Disabilities
Effective Instruction for Elementary Students
Effective Instruction for Secondary Students
Strategies to Achieve Social Success
Final Thoughts Regarding Effective Practices
Summary
Part III: Effective Practices
Chapter 11: Collaboration and Teaming
Perspectives on Collaboration
Introduction
Collaboration: What to Expect
What Is Collaboration?
Dispositions Needed for Successful Collaboration
Skills Needed for Successful Collaboration
Collaborative Roles in Inclusive Schools
Collaborative Teams
Co-Teaching
Collaborative Consultation
Students as Collaborators: Peer Assistance in Inclusive Classrooms and Schools
The Peer Buddy Program
Summary
Putting It All Together
Strategy 11.1: Key Components of Effective Collaboration
Strategy 11.2: Communication Skills and Successful Collaboration
Strategy 11.3: Teacher Assistance Teams
Strategy 11.4: Co-Teaching
Strategy 11.5: Working with Paraeducators
Strategy 11.6: Working with Families: Home-School Connection
Strategy 11.7: Peer Buddies
Chapter 12: Formal Plans and Planning for Differentiated Instruction
Perspectives on Planning
Introduction
Response-to-Intervention Plans
Individualized Education Programs
Section 504 Plans
Behavior Intervention Plans
Planning for Differentiated Instruction
Getting to Know Your Standards
Level-1 Planning: Identifying Students' Learning Needs
Level-2 Planning: Preparing for Daily Instruction
Level 3: Interactive Planning During Instruction
Monitoring Student Progress
Grading Students with Disabilities
Arranging the Classroom for Inclusion
Summary
Putting It All Together
Strategy 12.1: Contributing to Individualized Educational Programs
Strategy 12.2: Procedures for Developing a 504 Plan
Strategy 12.3: Planning for Differentiated Instruction
Strategy 12. 4: Identifying Instructional Needs for Students with Disabilities or Special Needs in General Education Classrooms
Strategy 12. 5: Planning for Basic Skills Instruction in an Inclusive Classroom
Strategy 12.6: Planning for Academic Content Instruction in an Inclusive Classroom
Strategy 12.7: Using Curriculum-Based Measures to Measure Student Academic Progress
Strategy 12.8: Procedures for Developing a Personalized Grading Plan
Chapter 13: Effective Instruction in Elementary Inclusive Classrooms: Teaching Reading, Writing, and Mathematics
Perspectives on Effective Instruction
Introduction
Effective Instruction in an Inclusive Classroom: What to Expect
Principles and Practices to Support Effective Instruction
Effective Instruction: Teacher Behaviors in Delivering Instruction
Grouping Students to Support the Delivery of Effective Instruction
Individual Tutoring
Peer Tutoring
Effective Instruction in Reading, Writing, and Mathematics
Reading Instruction
Writing Instruction
Mathematics Instruction
Summary
Putting It All Together
Strategy 13.1: Success for All
Strategy 13.2: Cooperative Learning
Strategy 13.3: Reading Recovery
Strategy 13.4: Peer-Assisted Learning Strategies
Strategy 13.5: Beginning Reading: Tiers of Instruction and Response to Intervention
Strategy 13.6: Self-Regulated Strategy Development and Writing Instruction
Strategy 13.7: Cognitive Strategy Instruction for Teaching Math Problem Solving
Chapter 14: Teaching Students in Secondary Content Areas
Perspectives on Teaching Secondary Content to Students with Disabilities
Introduction
Content Learning Differences: What to Expect
Prerequisites for Inclusive Content-Area Instruction
Understanding Curriculum
Working Collaboratively
Models and Approaches for Inclusive Content-Area Instruction
Universal Design for Learning
Direct Instruction
Guided Discovery Learning
Cooperative Learning
Learning Strategies
Content Enhancements
Content Survival Strategies
Content-Area Reading
Note Taking
Test Taking
Time and Assignment Management
Content-Area Instruction for Students with Severe Disabilities
Summary
Putting It All Together
Strategy 14.1: Content Enhancements: Unit and Lesson Organizers
Strategy 14.2: Improving Expository Writing Across Content-Area Classes
Strategy 14.3: Mnemonic Strategies
Strategy 14.4: Content-Area Reading
Strategy 14.5: Developing and Supporting Note Taking
Strategy 14.6: Developing Effective Test Taking
Chapter 15: Effective Practices for All Students: Classroom Management
Perspectives on Classroom Management
Introduction
Student Behavior: What to Expect
Behavior Management Readiness
Classroom Organization
Effective Instruction
A Climate of Care and Respect
Addressing Student Behavior: Tiered Management
Universal Inclusive Practice and Supports
Targeted Interventions
Functional Behavioral Assessment
Behavior Intervention Plans
Wraparound Supports
Summary
Putting It All Together
Strategy 15.1: Developing and Maintaining Rules and Procedures
Strategy 15.2: Surface Management Techniques
Strategy 15.3: Developing Consequences and Delivering Them with Consistency
Strategy 15.4: Defusing Confrontations and Responding to Dangerous Behavior
Strategy 15.5: Check-In, Connect, Check-Out Systems
Strategy 15.6: Behavioral Contracts
Strategy 15.7: Function-Based Thinking, Functional Behavior Assessments, and Behavior Intervention Plans
Strategy 15.8: Direct Teaching of Social Skills: Social Stories
Chapter 16: Using Technology to Enhance Inclusion
Perspectives on Using Technology to Enhance Inclusion
Introduction
Educational Technology
Use of Educational Technology in General Education Classrooms
Using Educational Technology to Facilitate Inclusion
What You Can Expect from Educational Technology
Assistive Technology
AT Devices to Support Academic Activities
Augmentative and Alternative Communication Devices
Personal Digital Assistants
AT Devices for Daily Living
How Effective Is Assistive Technology?
Universal Design for Learning
Principles of UDL
Applying UDL Principles
Example of the Effectiveness of UDL Applications
Summary
Putting It All Together
Strategy 16.1: Teaching Students to Use Educational Technology Programs
Strategy 16.2: Using READ 180 in the Classroom
Strategy 16.3: Using the Computer Game PLATO (R) Achieve Now on PSP (R) (Mathematics) to Improve Students' Homework Performance
Strategy 16.4: Evaluating Educational Technology
Strategy 16.5: A Decision-Making Process for Selecting Assistive Technology Devices
Strategy 16.6: Using Word Processing and Related Software to Support Student Writing
Strategy 16.7: Teaching Students with Disabilities to Use Calculators
Strategy 16.8: Supporting Students Who Use AAC Devices
Strategy 16.9: Supporting Students Who Use Motorized Wheelchairs