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Home > Society and Social Sciences > Education > Teaching of students with different educational needs > Teaching of students with learning difficulties > Teaching Students with Special Needs in Inclusive Settings
Teaching Students with Special Needs in Inclusive Settings

Teaching Students with Special Needs in Inclusive Settings


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About the Book

This bestselling text provides pre-service teachers in both general and special education programs the knowledge, skills, and strategies they need to effectively include students with special needs in every classroom and to provide appropriate instruction for every student.   From an authoritative team of experienced and widely-published special educators, Teaching Students with Special Needs in Inclusive Settings, Fifth Edition, focuses on real students in real classrooms and the instructional practices that evidence suggests will prove most effective for them.  Separate chapters explore the history and characteristics of disabilities such as autism spectrum disorders, ADHD, learning disabilities, and less frequently seen challenges like severe physical disabilities, and go on to provide clear, comprehensive guidance for teachers who work with students of varying abilities and learning challenges in their classrooms.  The highlighting of the IEP process throughout the book prepares teachers to engage meaningfully in the IEP process, reminds them of the individualities among all students, and helps them see the “big picture” of how a teacher’s daily curricular modifications and instructional adaptations help her student with disabilities meet important learning goals.

Table of Contents:
Chapter 1 Inclusive Education: An Introduction Questions to Consider History of Education for Students with Disabilities Defining Students with Special Needs Students with Disabilities Served under IDEA  Students Eligible for Section 504 and the ADA Students Classified as Gifted and Talented Students At Risk for School Problems Current Services for Students with Special Needs Actions Leading to Inclusion of Students with Disabilities ¿ PERSONAL SPOTLIGHT: A Principal’s Perspective on Education ¿ DIVERSITY FORUM: Inclusive Education in an Era of Accountability: Counting Each and All PL 94-142/ IDEA Section 504 and the Americans with Disabilities Act ¿ RIGHTS AND RESPONSIBILITIES: Comparison of IDEA, Section 504, and ADA Where Should Students with Disabilities Be Educated? The Special Education Classroom Approach 22 The Resource Room Model Inclusive Education Programs ¿ TECHNOLOGY TODAY: Software Suggestions Conclusions Concerning Where Students with Disabilities Should Be Educated Philosophical and Ethical Issues in Special Education Summary Questions to Reconsider Further Readings MyLabSchool Assignment   Chapter 2 Effective Inclusion Practices and Professional Collaboration Questions to Consider Accepting Diversity Perceptions of Inclusion ¿ RIGHTS AND RESPONSIBILITIES: Where Does General Education Stop and Special Education Begin? Critical Dimensions of Inclusive Classrooms Sense of Community and Social Acceptance Appreciation of Student Diversity Attention to Curricular Needs Effective Management and Instruction ¿ DIVERSITY FORUM: Planning as a Team, Learning Together ¿ EVIDENCE-BASED PRACTICE: Music and Art Activities to Promote Friendships ¿ EVIDENCE-BASED PRACTICE: Practices to Improve Reading Skills: PALS and Modified PALS ¿ TECHNOLOGY TODAY: Web Resources on Inclusion and Disability Personnel Support and Collaboration Professional Collaboration Collaboration-Consultation Co-Teaching ¿ PERSONAL SPOTLIGHT: Inclusion from a First Grade Teacher’s Perspective Using Paraprofessionals ¿ EVIDENCE-BASED PRACTICE: Increasing Peer Interactions for Students with Severe Disabilities through Training for Paraprofessionals Creating and Maintaining Inclusive Classrooms Preparing Staff for Inclusion Preparing Students for Inclusion Maintaining Effective Inclusive Classrooms Planning for Successful Inclusion One Student at a Time Summary Questions to Reconsider Further Readings MyLabSchool Assignment   Chapter 3 Home—School Collaboration: Working with Families Questions to Consider The Family Cultural Considerations Families and Children with Disabilities Parents’ Views on Inclusion ¿ PERSONAL SPOTLIGHT: A Mother’s Perspective Involvement of Fathers ¿ TECHNOLOGY TODAY: Websites for Families of Children with Disabilities Involvement of Siblings ¿ EVIDENCE-BASED PRACTICE: Parent-Delivered Interventions Parent Education Home-School Collaboration ¿ RIGHTS AND RESPONSIBILITIES: Recommendations for Parental Involvement Communicating with Parents ¿ DIVERSITY FORUM: Working Toward Cultural Reciprocity Home-Based Intervention Providing Reinforcement and Encouragement Providing Instructional Support Providing Homework Support Final Thoughts Summary Questions to Reconsider Further Readings MyLabSchool Assignment   Chapter 4 Identifying and Programming for Student Needs Questions to Consider ¿ RIGHTS AND RESPONSIBILITIES: IDEA 2004 Prereferral Intervention The Special Education Process Formal Referral Determination of Eligibility Individualized Education Program ¿ PERSONAL SPOTLIGHT: First Year Special Education Teacher Behavioral Intervention Planning Transition Services Assistive Technology Extended School Year Services Annual Assessment of IEP and Reevaluation Individualized Family Service Plan Section 504 Eligibility and Planning Eligibility 118 • Reasonable Accommodations ¿ TECHNOLOGY TODAY: Technological Applications in the Special Education Process Role of the General Education Teacher in Section 504 Activities Assessment Practices throughout the Special Education Process Purpose of Assessment ¿ DIVERSITY FORUM: Looking Beyond Model Minority Stereotypes: Asian American Struggling Learners Approaches to Assessment Legal Requirements for Assessment Issues of Bias in Assessment Role of the General Education Teacher in Assessment Final Thoughts Summary Questions to Reconsider Further Readings MyLabSchool Assignment   Chapter 5 Teaching Students with Learning Disabilities Questions to Consider Basic Concepts about Learning Disabilities Learning Disabilities Defined Prevalence and Causes of Learning Disabilities Characteristics of Students with Learning Disabilities Identification, Assessment, and Eligibility  Cultural and Linguistic Diversity ¿ DIVERSITY FORUM: What Is Evidence-Based Practice for Teaching Reading to Middle School English Language Learners with LD? Strategies for Curriculum and Instruction for Students with Learning Disabilities Evidence-Based Approaches ¿ EVIDENCE-BASED PRACTICE: Evidence-Based Instruction: Sound Blending ¿ IEP Goals and Objectives for Emmanuel ¿ EVIDENCE-BASED PRACTICE: Main Idea and Phonics Activities ¿ EVIDENCE-BASED PRACTICE: Part-by-Part Decoding Instruction when Preteaching Content Area Words Controversial Approaches ¿ PERSONAL SPOTLIGHT: A Family History of Learning Disabilities Classroom Modifications for Students with Learning Disabilities ¿ RIGHTS AND RESPONSIBILITIES: Examples of Accommodations and Modifications for Assessment Academic and Language Deficits ¿ TECHNOLOGY TODAY: J.T.’s Writing Samples–Before and After Socio-Emotional Problems 171 • Cognitive Differences ¿ Tips for Adapting a Lesson for Emmanuel Promoting Inclusive Practices for Students with Learning Disabilities Summary Questions to Reconsider Further Readings MyLabSchool Assignment   Chapter 6 Teaching Students with Emotional and Behavioral Disorders Questions to Consider Basic Concepts about Emotional and Behavioral Disorders Emotional and Behavioral Disorders Defined Classification of Emotional and Behavioral Disorders Prevalence of Emotional and Behavioral Disorders Causation and Risk Factors Characteristics of Students with Emotional and Behavioral Disorders Social and Behavioral Problems Depression Language Development Academic Achievement Postsecondary and Adult Outcomes Identification, Assessment, and Eligibility Functional Behavioral Assessment Manifestation of the Disability Strategies and Adaptations in Curriculum and Instruction ¿ RIGHTS AND RESPONSIBILITIES: Manifestation Determination Model Educational Placements ¿ EVIDENCE-BASED PRACTICE: First Step to Success: A Preventive Program for Behaviorally At-Risk Children (K—2) ¿ PERSONAL SPOTLIGHT: Middle School Principal Special Curricular Needs Effective Instruction Physical Adaptations ¿ IEP Goals and Objectives for Travis Strategies for Behavioral Change ¿ Tips for Adapting a Lesson for Travis ¿ DIVERSITY FORUM: Teaching Students with Emotional/Behavioral Disorders–Disproportionate Representation: Is There a Problem? Wraparound Services ¿ PERSONAL SPOTLIGHT: School-Based Wraparound: Jake’s Story Medication Promoting Inclusive Practices Community and Social Acceptance Supports for General Education Teachers ¿ TECHNOLOGY TODAY: What Kinds of Assistive Technology Are Available? Technology Summary Questions to Reconsider Further Readings MyLabSchool Assignment   Chapter 7 Teaching Students with Intellectual Disabilities/Mental Retardation Questions to Consider Basic Concepts about Mental Retardation Terminology Definitions Classification ¿ RIGHTS AND RESPONSIBILITIES: Mental Retardation and the Criminal Justice System: Atkins v. Virginia (2002) ¿ DIVERSITY FORUM: Cultural Contexts of Developmentally Appropriate Curriculum Prevalence Causes Characteristics Identification, Assessment, and Placement ¿ PERSONAL SPOTLIGHT: J. David Smith: Understanding Montgomery Transition Considerations Strategies for Curriculum and Instruction Challenges for General Education Considerations for Inclusion ¿ IEP Goals and Objectives for Jason ¿ Tips for Adapting a Lesson for Jason Classroom Adaptations ¿ TECHNOLOGY TODAY: Assistive Technology: Enhancing Quality of Life Promoting Inclusive Practices Final Thoughts ¿ EVIDENCE-BASED PRACTICE: Circles of Friends in Schools Summary Questions to Reconsider Further Readings MyLabSchool Assignment   Chapter 8 Teaching Students with Attention Deficit/Hyperactivity Disorder Questions to Consider Basic Concepts about ADHD ADHD Defined Prevalence and Causes of ADHD Characteristics of Students with ADHD Identification, Assessment, and Eligibility ¿ RIGHTS AND RESPONSIBILITIES: Parent Rights Under Section 504 Cultural and Linguistic Diversity Strategies for Curriculum and Instruction for Students with ADHD Continuum-of-Placement Options Developing Educational Plans The Role of Medication ¿ DIVERSITY FORUM: Alternatives to Medication as Intervention Classroom Adaptations for Students with ADHD Managing the Classroom Environment ¿ PERSONAL SPOTLIGHT: Growing Up with ADHD Making Instructional Adaptations ¿ TECHNOLOGY TODAY: Web Tools for Lesson Plans Developing Student-Regulated Strategies ¿ Tips for Adapting a Lesson for Jake Promoting Inclusive Practices for ADHD Community-Building Skills for Teachers Resources for Developing Awareness in Peers 271 Collaborating with Parents of Students with ADHD Summary Questions to Reconsider Further Readings MyLabSchool Assignment   Chapter 9 Teaching Students with Autism Spectrum Disorders Questions to Consider Basic Concepts about Autism Brief History Defining Autism Identification of Children with ASD Causes of ASD ¿ RIGHTS AND RESPONSIBILITIES: Selected Court Decisions Related to Interventions and Treatment Programs for Students with ASD Prevalence Characteristics of Individuals with ASD Behavioral Patterns Academic, Linguistic, and Cognitive Considerations Gender and Ethnicity Rett Syndrome Strategies for Curriculum and Instruction Placement Patterns ¿ DIVERSITY FORUM: ASD and Multiculturalism Educational Interventions ¿ EVIDENCE-BASED PRACTICE: Appropriate Adaptations for Students with ASD Educational Outcomes Medical Interventions ¿ TECHNOLOGY TODAY: Computerized Activity Schedules and Video Modeling Controversial Interventions Promoting Inclusion ¿ PERSONAL SPOTLIGHT: A Professional’s Opinion on Inclusion ¿ EVIDENCE-BASED PRACTICE: Teaching Self-Management Skills Special Considerations: AS ¿ IEP Goals and Objectives for Cody ¿ Tips for Adapting a Lesson for Cody Concluding Thoughts Summary Questions to Reconsider Further Readings MyLabSchool Assignment   Chapter 10 Teaching Students with Low-Incidence Disabilities: Sensory Impairments, Traumatic Brain Injury, and Other Severe Disabilities Questions to Consider An Overview of Sensory Impairments Basic Concepts about Hearing Impairment Hearing Impairment Defined  Classification of Hearing Impairment Prevalence and Causes of Hearing Impairment  Characteristics of Students with Hearing Impairment  Identification, Assessment, and Eligibility Strategies for Curriculum and Instruction for Students with Hearing Impairments Realities of the General Education Classroom Classroom Adaptations for Students with Hearing Impairments ¿ IEP Goals and Objectives for Manuel Management Considerations for Students with Hearing Impairments ¿ Tips for Adapting a Lesson for Manuel Curricular and Instructional Considerations ¿ DIVERSITY FORUM: Language, Communication, and Multiple Cultural Identities Social-Emotional Considerations  Technology Tips for Adapting a Lesson for Manuel Promoting Inclusive Practices for Students with Hearing Impairments Supports for the General Education Teacher Basic Concepts about Visual Impairment Visual Impairments Defined  Classification of Visual Impairments Prevalence and Causes of Visual Impairments  Characteristics of Students with Visual Impairments  Identification, Assessment, and Eligibility Strategies for Curriculum and Instruction for Students with Visual Impairments Realities of the General Education Classroom  Continuum of Placement Options Classroom Adaptations for Students with Visual Impairments General Considerations Management Considerations ¿ EVIDENCE-BASED PRACTICE: Physical Activity of Children with Visual Impairments Curricular and Instructional Considerations   Social-Emotional Considerations • Technology ¿ TECHNOLOGY TODAY: Assisstive Technology Promoting Inclusive Practices for Students with Visual Impairments ¿ RIGHTS AND RESPONSIBILITIES: Access to Instructional Materials Supports for the General Education Teacher Basic Concepts about Traumatic Brain Injury Classroom Adaptations for Students with TBI Orthopedic and Health Impairments Low-Incidence Health Problems and Physical Disabilities Asthma   Childhood Cancer   Cerebral Palsy Cystic Fibrosis ¿ TECHNOLOGY TODAY: Schoolwide Assistive Technology Database Sample Deaf-Blind Diabetes Epilepsy HIV and AIDS Muscular Dystrophy Spina Bifida Tourette Syndrome Severe Cognitive Disabilities ¿ EVIDENCE-BASED PRACTICE: Interventions for Students with Tourette Syndrome ¿ EVIDENCE-BASED PRACTICE: Increasing Peer Interactions for Students with Severe Disabilities via Training for Paraprofessionals ¿ PERSONAL SPOTLIGHT: Teaching Students with Severe Disabilities Summary Questions to Reconsider Further Readings MyLabSchool Assignment   Chapter 11 Teaching Students with Communication Disorders Questions to Consider Basic Concepts about Communication Disorders Communication and Communication Disorders Defined Prevalence and Causes of Communication Disorders Identification, Assessment, and Eligibility Speech Disorders ¿ RIGHTS AND RESPONSIBILITIES: The Right to “Related Services” for Students with Speech Impairments Articulatory and Phonological Disorders Voice Disorders Fluency Disorders Classroom Adaptations for Students with Speech Disorders Build a Positive Classroom Climate Help Students Learn to Monitor Their Own Speech Pair Students for Practice Tips for Adapting a Lesson for David Teach Students Affirmations and Positive Self-Talk Modify Instruction and Materials Encourage Parents to Work with Their Children Teach Students Their Own Strategies Language Disorders ¿ IEP Goals and Objectives for David Dimensions of Language Types and Causes of Language Disorders Indicators of Language Impairments Classroom Adaptations for Students with Language Disorders Teach Some Prerequisite Imitation Skills Improve Comprehension in the Classroom Give Students Opportunities for Facilitative Play Encourage Students to Talk with Their Teachers and Peers ¿ EVIDENCE-BASED PRACTICE: Teaching Strategies to Help Problem Listeners in the Classroom Use Naturalistic Techniques and Simulated Real-Life Activities to Increase Language Use Encourage Students’ Conversational Skills through Story Reading Use Music and Play Games to Improve Language Arrange Your Classroom for Effective Interactions ¿ DIVERSITY FORUM: Language Disorder or Language Difference? Use Challenging Games with Older Students Modify Strategies to Develop Students’ Learning Tools Work Collaboratively with the Speech-Language Pathologist Use Story-Telling and Process Writing Language Differences Acquiring English as a Second Language ¿ PERSONAL SPOTLIGHT: Speech-Language Pathologist Relationship between Communication Style and Culture Multicultural Considerations in Assessment Augmentative and Alternative Communications (AAC) Facilitated Communication Promoting Inclusive Practices for Students with Communication Disorders ¿ TECHNOLOGY TODAY: Developing an Effective Team Approach to Serve Students Using AAC in the Classroom Future Trends Summary Questions to Reconsider Further Reading MyLabSchool Assignment   Chapter 12 Teaching Students with Special Gifts and Talents Questions to Consider Basic Concepts about Students with Special Gifts and Talents “Gifted” Defined Other Conceptualizations of Giftedness Concept of Creativity Prevalence and Origins of Giftedness Characteristics of Students Who Are Gifted ¿ RIGHTS AND RESPONSIBILITIES: State Programs for Gifted Children Identification, Assessment, and Eligibility Diversity Issues Strategies for Curriculum and Instruction for Students Who Are Gifted ¿ DIVERSITY FORUM: To Be Young, Gifted and. . .Different Continuum-of-Placement Options ¿ EVIDENCE-BASED PRACTICE: Goals for Curricula of Gifted Children Realities of the General Education Classroom Approaches to Programming Classroom Adaptations for Students Who Are Gifted Management Considerations Curricular and Instructional Considerations ¿ TECHNOLOGY TODAY: Websites That Offer Curriculum, Strategies, and Interventions Social-Emotional Considerations Promoting Inclusive Practices for Students Who Are Gifted ¿ PERSONAL SPOTLIGHT: Special Education Teacher Classroom Climate Addressing the Needs of Special Populations Support for the General Education Teacher Support for Parents and Families Teacher Preparation and Professional Development Final Thought Summary Questions to Reconsider Further Readings MyLabSchool Assignment   Chapter 13 Teaching Students Who Are At Risk Questions to Consider Basic Concepts about Students Who Are At Risk “At Risk” Defined Prevalence and Factors Related to Being At Risk ¿ DIVERSITY FORUM: Levels of Instructional Support for Diverse Students Select At-Risk Groups Students Who Grow Up in Poverty Students Who Are Homeless ¿ PERSONAL SPOTLIGHT: School Counselor Students in Single-Parent Homes Students Who Experience Significant Losses Students Who Are Abused and Neglected Students Who Abuse Substances Students Who Become Pregnant Students Who Are Gay, Lesbian, Bisexual, or Transgendered Students Who Are Delinquents Strategies for Curriculum and Instruction for Students Who Are At Risk ¿ RIGHTS AND RESPONSIBILITIES: At-Risk Children’s Right to Nondiscriminatory Assessment Characteristics of Effective Programs Specific Strategies for Students At Risk Final Thought ¿ EVIDENCE-BASED PRACTICE: Components of Effective Mentoring Programs for At-Risk Students Summary Questions to Reconsider Further Readings MyLabSchool Assignment   Chapter 14 Classroom Management and Organization Questions to Consider Basic Concepts about Classroom Management and Organization Definition of Classroom Management and Organization Comprehensive Model of Classroom Management Guiding Principles Cultural Considerations Components of Effective Classroom Organization and Management Psychosocial Dimension Procedural Dimension Physical Dimension Behavioral Dimension ¿ DIVERSITY FORUM: Positive Behavior Supports through Culturally Responsive Social Skills Curriculum Instructional Dimension ¿ RIGHTS AND RESPONSIBILITIES: Disciplinary Issues and Federal Law Organizational Dimension ¿ PERSONAL SPOTLIGHT: Third-Grade Teacher ¿ EVIDENCE-BASED PRACTICE: Collaboration: Ways to Involve Other Personnel in Management Summary Questions to Reconsider Further Readings MyLabSchool Assignment   Chapter 15 Teaching Students with Special Needs in Elementary Schools Questions to Consider General Curricular Considerations Curricular Emphases Reading Instruction ¿ EVIDENCE-BASED PRACTICE: Teaching Reading with Emphasis on Word Recognition ¿ EVIDENCE-BASED PRACTICE: Teaching Reading Comprehension Writing Mathematics Social Skills Instruction ¿ EVIDENCE-BASED PRACTICE: Teaching Mathematics Transitional Needs ¿ EVIDENCE-BASED PRACTICE: Teaching Writing Skills ¿ EVIDENCE-BASED PRACTICE: Teaching Social Skills Instructional Strategies Professional Collaboration ¿ PERSONAL SPOTLIGHT: Teacher Educator Collaborative Learning Instructional and Curricular Adaptations Adaptations for Instructional Lessons ¿ Tips for Adapting an Elementary Lesson Plan Cultural Diversity Considerations ¿ DIVERSITY FORUM: Scaffolding Learning for Diverse Students with Disabilities ¿ TECHNOLOGY TODAY: Virtual Technology in the Special Education Classroom Adapting the Classroom Environment Developing Effective Homework Programs Developing Responsive Grading Practices ¿ EVIDENCE-BASED PRACTICE: Effective Grading Practices Summary Further Readings MyLabSchool Assignment   Chapter 16 Teaching Students with Special Needs in Secondary Schools Questions to Consider Jim’s IEP: Transition Components Secondary School Curricula Special Education Curriculum in Secondary Schools • Determining Curricular Needs of Students ¿ RIGHTS AND RESPONSIBILITIES: Legal Requirements Related to Transition ¿ DIVERSITY FORUM: Planning for the Future: Self-Determination and Transition Programs for Students in Secondary Schools Roles of Personnel Collaborative Role of the Special Education Teacher ¿ EVIDENCE-BASED PRACTICE: What Instructional Practices Are Best? Methods to Facilitate Students’ Success in General Education Classes Evidence-Based Teaching Strategies ¿ PERSONAL SPOTLIGHT: Student and Football Player Adaptations: Accommodations and Modifications Homework, Grading, and Testing Study Skills and Learning Strategies Summary Questions to Reconsider Further Readings MyLabSchool Assignment   Appendix A: Sample IEP for an Elementary Student Appendix B: Sample IEP for a Middle School Student Appendix C: Sample IEP for a Secondary School Student References Name Index Subject Index

Review :
"It is the most comprehensive, current textbook on teaching students with disabilities in inclusive settings on the market today." ~ Lynn Cadle, Augusta State University "The teaching strategies are wonderful!" ~ Ronna Vanderslice, Southwestern Oklahoma State University


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Product Details
  • ISBN-13: 9780205530571
  • Publisher: Pearson Education (US)
  • Publisher Imprint: Pearson
  • Height: 216 mm
  • No of Pages: 640
  • Weight: 1136 gr
  • ISBN-10: 0205530575
  • Publisher Date: 19 Apr 2007
  • Binding: Paperback
  • Language: English
  • Spine Width: 23 mm
  • Width: 276 mm


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