Making Inclusion Work: Effective Practices for All Teachers

Learn the best methods for teaching students with disabilities in an inclusive classroom! In today′s classrooms, teachers must meet the educational needs of students of all ability levels, including students with disabilities. This invaluable resource offers elementary and secondary teachers a deeper awareness of "what works" when teaching students with disabilities in general education classrooms. Grounded in extensive special education research, this book will enlighten teachers with a greater understanding of special education students and how to teach them successfully. For teaching students with the most common disabilities in classes with their nondisabled peers, general and special education teachers alike will get the most current information on issues such as: Developing Individualized Education Programs Teaching reading successfully Managing behavior and motivating students Organizing classrooms and lessons effectively Using cognitive strategies successfully Making appropriate accommodations and modifications Assessing students, grading, and collecting data Working with parents and families Collaborating with other teachers and parents Rooted in the best research and practice, this essential resource demonstrates how to teach inclusive classes successfully.

Table of Contents:
Preface Chapter 1: What Is Special Education? Chapter 2: Why Do We Have Inclusion? Chapter 3: What Is An Individualized Education Program? Chapter 4: What is Classroom Organization? Chapter 5: What Works for Lesson Organization? Chapter 6: What Is Behavior Management and Motivation? Chapter 7: What Works in Teaching Reading? Chapter 8: What Are Cognitive Strategies? Chapter 9: What Are Effective Accommodations and Modifications? Chapter 10: What Works for On-Going Assessment, Data Collection, and Grading? Chapter 11: What Assistance Do Parents/Families Need? Chapter 12: What Works for Collaborating, Consulting, and Communicating with Special Education Professionals? Chapter 13: The End is Just the Beginning Index

About the Author :
John Beattie earned his doctorate from the University of Florida in 1981. Following a period during which he taught in the Alachua County (FL) public schools, he joined the faculty at the University of Missouri- St. Louis in 1982. The following year a position became available at the University of North Carolina Charlotte and he began his tenure at UNCC at that time. He has been at UNCC since 1983. He teaches classes, conducts research, speaks at local, state, national, and international professional conferences, provides in-service training, and consults with schools in the areas of learning disabilities, ADHD, inclusion, math, and study skills. He has served as a Field Editor for Exceptional Children, and is currently serving a similar role for Teacher Education and Special Education. LuAnn Jordan earned her doctorate from the University of Florida in 1995, working as a research coordinator until moving to the University of North Carolina at Charlotte in 1997 as the Faculty Coordinator of the Distance Education Master′s Program in Special Education. While at UNC Charlotte, she has served in various teaching, research, and service capacities, including Co-Director of a personnel preparation program in Inclusion. As Associate Professor in the UNC Charlotte Special Education Program, Dr. Jordan teaches courses in learning disabilities, teaching written expression to students with learning problems, and teaching strategies for teachers of students with high incidence disabilities. She received training in the University of Kansas Strategic Instruction Model (SIM) in 1993. As a result she is a certified trainer of the University of Kansas Learning Strategies, and has trained over 100 preservice and inservice teachers in KU Strategies, which target middle and high school learners. Dr. Jordan has developed a number of on-line courses, including courses in Inclusion and Attention Deficit Disorder that are delivered primarily via the Internet. As a special education teacher, she worked with elementary students with learning disabilities, mild mental disabilities, and behavioral disabilities. Bob Algozzine is a professor in the Department of Educational Leadership at the University of North Carolina and project codirector of the U.S. Department of Education-supported Behavior and Reading Improvement Center. With 25 years of research experience and extensive firsthand knowledge of teaching students classified as seriously emotionally disturbed, Algozzine is a uniquely qualified staff developer, conference speaker, and teacher of behavior management and effective teaching courses. He is active in special education practice as a partner and collaborator with professionals in the Charlotte-Mecklenburg schools in North Carolina and as an editor of several journals focused on special education. Algozzine has written more than 250 manuscripts on special education topics, including many books and textbooks on how to manage emotional and social behavior problems.

Review :
An accessible, engaging book that is comprehensive and compelling.  An essential resource demonstrating how to teach inclusive classes successfully. "A timely antidote to both the strain felt by teachers addressing the challenges of inclusion and the tendency to reduce children and their potential to an acronym. The book is a valuable resource for teachers seeking a clear explanation of the current state of play in special education and information about the legal requirements on them explicit in the move to inclusive education."