Teaching in Inclusive Classrooms

Teaching in Inclusive Classrooms uses the research-validated ADAPT framework (Ask, Determine, Analyze, Propose, Test) to help teachers determine how, when, and with whom to use proven academic and behavioral interventions to obtain the best outcomes for students with disabilities. Through clear language and practical examples, authors Diane P. Bryant, Deborah D. Smith, and Brian R. Bryant show how to create truly inclusive classrooms for students who have disabilities and who are gifted through evidence-based practices and hands-on strategies. The Third Edition includes reorganized chapters on Individualized Services and Diverse Learners, new information on the latest court cases and IDEA funds, and revised sections on disabilities. Brand new videos address a wide range of current issues in teaching, including the impacts of COVID on inclusive classrooms. With this guide, educators will be inspired and equipped to effectively teach students with disabilities in inclusive settings.

Table of Contents:
Chapter 1: Inclusive Teaching as Responsive Education The ADAPT Framework Inclusive Education Special Education The Foundations of Special Education Thinking About Disabilities Disabilities Defined Chapter 2: Delivery of Individualized Services to Students With Different Learning Needs ADAPT in Action Multi-Tiered Systems of Support The Evaluation and Identification Process Risks for Disabilities and Special Education Identification Members of the Individualized Education Program Team Individualized Education Plans and Programs Related Services and Providers Chapter 3: Developing Collaborative Partnerships in Schools and With Families Characteristics of Collaboration Critical Prerequisite Skills for Effective Collaboration How Professionals Can Work Together Collaboratively How Professionals Can Collaborate With Paraprofessionals How Professionals Can Collaborate With Families Chapter 4: Culturally and Linguistically Diverse Learners and Families and Gifted And Talented Learners Meeting the Needs of Students in Culturally and Linguistically Diverse Classrooms Culturally and Linguistically Diverse Gifted Students Applying the Response to Intervention Framework for Culturally and Linguistically Diverse Learners Effective Multicultural Special Education Programs Bilingual Special Education Chapter 5: Understanding Learners With the Most Common Disabilities or Conditions Considering Diversity: Overrepresentation and Underrepresentation of Students in Special Education Categories Categories for Students With Disabilities Ways Disabilities Are Organized for Special Education Attributes of Students With Learning Disabilities Attributes of Students With Speech or Language Impairments Attributes of Students With Attention Deficit Hyperactivity Disorder Attributes of Students With Autism Spectrum Disorder Attributes of Students With Intellectual and Developmental Disabilities Attributes of Students With Emotional or Behavioral Disorders Chapter 6: Understanding Learners With Less Frequent Disabilities or Conditions Attributes of Students With Less Common Disabilities Attributes of Students With Health Impairments Attributes of Students With Multiple Disabilities Attributes of Students With Developmental Delay Attributes of Students With Physical Disabilities Attributes of Students Who Are Deaf and Hard of Hearing Attributes of Students With Visual Disabilities Attributes of Students With Traumatic Brain Injury Attributes of Students With Deaf-Blindness Chapter 7: Designing and Delivering Differentiated Instruction Differentiated Instruction The ADAPT Framework Effective Practices for Designing and Delivering Instruction How Instructional Grouping Practices Can Promote Effective Instruction Chapter 8: Promoting Access to the General Education Curriculum Universal Design for Learning Guidelines for Textbooks and Instructional Materials to Use With Students Who Have Unique Learning Needs Assistive Technology Devices and Services for Promoting Access to the General Education Curriculum Chapter 9: Assessment and Data-Based Decision-Making Data-Based Instructional Decisions Why We Assess Students Assessing Students With Unique Learning Needs Adapting and Modifying Assessments for Students With Unique Learning Needs Chapter 10: Promoting Positive Behavior and Facilitating Social Skills Practices That Can Be Used to Foster Student Relationships and Communication Ways to Communicate Effectively With Students Effective Classroom Arrangement Practices Goals of Misbehavior Assessing Problem Behaviors Instructional Strategies for Behavior Problems Promoting Safer Schools Chapter 11: Teaching Reading Issues Related to Reading Instruction The Five Components of Reading and Phonological Awareness Phonics and Word Study Reading Fluency Reading Vocabulary Reading Comprehension Chapter 12: Teaching Writing Dysgraphia The Stages of Writing Ways Teachers Can Provide Effective Instruction and Adaptations for Writing Chapter 13: Teaching Mathematics Characteristics of Students With Mathematics Difficulties and Attributes of Effective Instruction Early Number Development and How It Is Taught Number Combinations and How They Are Taught Place Value and How It Is Taught Whole-Number Computation and How It Is Taught Rational Numbers and How They Are Taught Algebra and How It Is Taught Problem Solving and How It Is Taught Chapter 14: Facilitating Content-Area Instruction and Study Skills Difficulties Students Demonstrate With Content-Area Instruction Teaching Content-Area Vocabulary and Concepts Monitoring Reading Comprehension Learning From Textbook Instruction Promoting Student Participation Helping Students With Difficulties in Study Skills Ways to Facilitate Memorization and Test Taking

About the Author :
Diane Pedrotty Bryant is a Professor in the Department of Special Education at The University of Texas at Austin, and a member of the Board of Directors for the Meadows Center for Preventing Educational Risk. Diane served as principal investigator of a response to intervention grant from the Institute of Education Sciences. Diane taught special education classes for many years. Diane has published articles on instructional strategies for students with learning disabilities in refereed journals such as the Learning Disability Quarterly, Journal of Learning Disabilities, Remedial and Special Education, Journal of Mathematical Behavior, International Journal of STEM Education, Teacher Education and Special Education, and Learning Disabilities Research & Practice. She is the co-author of three textbooks and three tests. 

Review :
"This textbook is suitable for introduction to special education courses for both prospective general and special educators. It is readable for undergraduate students who are new to college/education coursework." "This is an excellent text that covers a solid array of topics in special education. A general education teacher, learning from this text, would benefit greatly from the material covered in the text." "This is a good book for an intro to special education." "Excellent text for general education pre-service teachers to teach inclusive practices." "The book is thorough in covering topics that pre-service students can apply in their practices. The use of challenge questions serve as thought provoking instruments to guide students in their studies." "This textbook is appropriate for a foundations course in special education. It is particularly useful for graduate level study for candidates studying to be general educators or special educators at the elementary or secondary grade level."