Modifying Schoolwork: (Teachers' Guides)

Need quick, practical, ready-to-use guidance on teaching all students-and making appropriate modifications for kids who need extra support? Get a clear and concrete plan for K-12 inclusion in this NEW edition of the bestselling book in the Teachers' Guides to Inclusive Practices series. Packed with field-tested strategies, case studies, and planning tools, this hands-on guide will help teachers deliver effective universal instruction in core content areas and create customized adaptations and flexible supports for students with diverse needs and abilities. Teachers will learn what really works in inclusion, and they'll discover how to seamlessly weave in modifications while encouraging each student's sense of belonging. NEW TO THIS EDITION: Practical guidance on implementing Universal Design for Learning Content aligns clearly with an RTI framework, with strategies spanning from whole-class instruction to highly individualized adaptations More on working with students with significant disabilities and complex learning needs-one of the biggest challenges of inclusion Easy-to-print forms that help teachers plan individualized supports and adaptations, available at www.brookespublishing.com Helpful "focusing questions" at the start of each chapter-perfect for preservice study and teacher book club discussions New stories from teachers and parents that spotlight real-world challenges and successes With printable planning tools! Team Roles and Responsibilities Checklist Program-at-a-Glance Student Profile General Assessment of Classroom Activities Program Planning Matrix Individualized Adaptations and Support Plan and more

Table of Contents:
About the Authors About the Forms Acknowledgments 1 Inclusive Education: The Big Picture Defining Characteristics of Inclusive Education An Organizing Framework for Schoolwide Systems of Student Support Improving Your SchoolGÇÖs Inclusive Practices Curricular and Instructional Practices that Promote the Inclusion and Success of All Students Universal Design for Learning and Differentiated Instruction Active Learning and Brain-Compatible Learning Peer-Mediated Learning Structures Learning Strategies Graphic Organizers Strategies to Increase Active Responding During Whole-Class Lessons Collaborative Planning for Diverse Groups of Students A Model for Creating Individualized Adaptations and Supports What Is a Model, and Why Is It Necessary? Creating Individualized Adaptations and Supports Planning, Implementing, and Evaluating Individualized Adaptations and Supports for Students with Extensive Needs Step 1: Gather and Share Information About the Student and the Classroom Step 2: Schedule Instruction and Supports Across the Day Step 3: Plan and Implement Instruction, with Needed Adaptations and Supports Step 4: Plan and Implement More Specialized Teaching Strategies Step 5: Monitor and Evaluate 5 Including All Students in Instruction in Core Curriculum Areas Two Reminders: Start with Effective Teaching and Keep All StudentsGÇÖ Goals in Mind Reading and Written Language Mathematics and Numeracy Content Areas and Natural and Social Sciences Tests and Testing Procedures A Final Note: Do Not Reinvent the Wheel References Appendix A: Blank Forms Appendix B: Resources on Creating Effective Inclusive Schools and Designing Schoolwork for Inclusive Classrooms Index

About the Author :
Rachel Janney, Ph.D., is an independent scholar and consultant who has worked with and on behalf of children and adults with disabilities in a number of capacities, including special education teacher, educational and behavioral consultant, technical assistance provider, teacher educator, researcher, and author. For a number of years, she was a professor in the School of Teacher Education and Leadership at Radford University in Virginia, where she taught courses and supervised student teachers in the special education program, specializing in the inclusion of students with extensive learning and behavior support needs. Dr. Janney received her master's degree from Syracuse University and her doctorate from the University of Nebraska—Lincoln. Martha E. Snell, Ph.D., Professor Emeritus, Special Education, Curry School of Education, University of Virginia, 405 Emmet Street, Charlottesville Virginia 22904 Dr. Martha Snell is a Professor Emeritus of Special Education at the Curry School of Education, University of Virginia where she directed the teacher preparation program in severe disabilities for 30 years. With others, she has authored a number of books on teaching methods and the definition of intellectual disability and has been an active member of TASH and the American Association for Individuals with Intellectual and Developmental Disabilities. She directed both federal and state grants directed toward the preparation of teachers and research with individuals having intellectual disability and autism and their teachers; more recently her research has concerned Head Start classrooms and young children at risk. Her research topics have encompassed the inclusion of students with disabilities in general education classrooms, effective teaching strategies, communication intervention, and positive behavior support for problem behavior.