Teaching Students With Special Needs in Inclusive Classrooms

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

Table of Contents:
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

About the Author :
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.

Review :
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