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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
