Including Students With Special Needs: A Practical Guide for Classroom Teachers, with Access card
by Friend, Marilyn; Bursuck, William D.Edition: 5th
Format: Package
Pub. Date: 2009-01-01
Publisher(s): Pearson /Allyn and Bacon
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Summary
This single most-adopted Inclusion text worldwide continues to provide the best source of practical strategies for teaching students with special needs in inclusive settings.#xA0; Filled with examples and vignettes, the emphasis is always on teaching methods that promote student independence at all education levels.#xA0; Its non-categorical approach helps teachers ensure all students#x19; success regardless of their specific categories of exceptionality.#xA0; #xA0; The new edition provides significantly updated information about IDEA and NCLB, including their impact on IEPs, and the latest ideas and information about inclusive practices in the context of contemporary public education, and the dilemmas that teachers often face in appropriately educating students with disabilities in general education settings. Unique topics include the rights of general education teachers, comprehensive treatment of assessment and evaluation, examples of accommodations for students with significant disabilities, information about gifted underachievers, functional behavior assessment and behavior plans, and how to be proactive in dealing with student behavior.
Table of Contents
| The Foundation for Educating Students with Special Needs | |
| Learner Objectives | |
| What Key Terms and Concepts Define Special Education? | |
| How Did Today's Special Education Services Come to Exist? | |
| What Are Inclusive Practices Essential in Today's Schools? | |
| Who Receives Special Education and Other Special Services? | |
| Summary | |
| Key Terms and Concepts | |
| Back to the Cases | |
| Applications in Teaching Practice:Understanding Contemporary Special Education | |
| Further Readings | |
| Special Education Procedures and Services | |
| Learner Objectives | |
| Who Are the Professionals in Special Education? | |
| Adaptive Physical Educators | |
| How Can You Decide Whether a Student Need Might Be a Disability? | |
| How Do Students Obtain Special Services? | |
| The Special Education Referral, Assessment, Eligibility | |
| Planning, and Placement Process | |
| What Is an Individualized Education Program? | |
| What Services Do Students with Disabilities Receive? | |
| Summary | |
| Key Terms and Concepts | |
| Back to the Cases | |
| Applications in Teaching Practice:A Visit to an MDT Meeting | |
| Further Readings | |
| Building Partnerships through Collaboration | |
| Learner Objectives | |
| What Are the Basics of Collaboration? | |
| What Are Collaboration Services in Schools That Foster Inclusion? | |
| How Can You Work Effectively with Parents? | |
| How Can You Work Effectively with Paraprofessionals? | |
| Summary | |
| Key Terms and Concepts | |
| Back to the Cases | |
| Applications in Teaching Practice: Collaboration in the Washington | |
| School District | |
| Further Readings | |
| Assessing Student Needs | |
| Learner Objectives | |
| How Do Your Student Assessments Contribute to Special Education Decisions? | |
| What Information Sources Are Used in Programming for Students with Special Needs? | |
| What Kinds of Curriculum-Based Assessments Can You Create for Your Students? | |
| How Are Curriculum-Based Probes Used to Make Special Education Decisions? | |
| Summary | |
| Key Terms and Concepts | |
| Back to the Cases | |
| Applications in Teaching Practice: Collecting and Using Assessment Information | |
| Further Readings | |
| Planning Instruction by Analyzing Classroom and Student Needs | |
| Learner Objectives | |
| How Can the INCLUDE Strategy Help You Make Reasonable Accommodations for Students with Special Needs? | |
| Step 1: Identify Classroom Demands | |
| Step 2: Note Student Learning Strengths and Needs | |
| Step 3: Check for Potential Areas of Student Success | |
| Step 4: Look for Potential Problem Areas | |
| Step 5: Use Information to Brainstorm Ways to Differentiate Instruction | |
| Step 6: Differentiate Instruction | |
| Step 7: Evaluate Student Progress | |
| How Is an Inclusive Classroom Managed? | |
| How Can You Group All Your Students for Instruction in Inclusive Classrooms? | |
| How Can You Evaluate Instructional Materials for Inclusive Classrooms? | |
| Textbooks | |
| How Can You Analyze Instructional Methods in Relation to Student Needs? | |
| Summary | |
| Key Terms and Concepts | |
| Back to the Cases | |
| Applications in Teaching Practice: Planning Adaptations in the Instructional Environment | |
| Further Readings | |
| Students with Low-Incidence Disabilities | |
| Learner Objectives | |
| What Are Low-Incidence Disabilities? | |
| What Accommodations Can You Make for Students with Autism Spectrum Disorders? | |
| Accommodations for Students with Autism Spectrum | |
| Disorders | |
| What Accommodations Can You Make for Students with Moderate, Severe, or Multiple Disabilities? | |
| What Accommodations Can You Make for Students with Sensory Impairments? | |
| Accommodations for Students with Visual Impairments | |
| Planning Instruction for Students with Visual Impairments | |
| Accommodations for Students Who Are Deaf or Hard of Hearing | |
| What Accommodations Can You Make for Students with Physical, Medical, or Health Disabilities? | |
| What Accommodations Can You Make for Students with Autism Spectrum Disorders? | |
| Summary | |
| Key Terms and Concepts | |
| Back to the Cases | |
| Applications in Teaching Practice:Planning for Students with Low-Incidence Disabilities | |
| Further Readings | |
| Students with High-Incidence Disabilities | |
| Learner Objectives | |
| What Are High-Incidence Disabilities? | |
| What Accommodations Can You Make for Students with Communication Disorders? | |
| What Are the Academic Needs of Students with Learning and Behavioral Disabilities? | |
| What Are the Social and Emotional Needs of Students with Learning and Behavioral | |
| Disabilities? | |
| What Accommodations Can You Make for Students with Learning and Behavioral | |
| Disabilities? | |
| Summary | |
| Key Terms and Concepts | |
| Back to the Cases | |
| Applications in Teaching Practice:Using the INCLUDE Strategy with Students with High-Incidence Disabilities | |
| Further Readings | |
| Students with Special Needs Other Than Disabilities | |
| Learner Objectives | |
| Which Students Are Protected by Section 504? | |
| How Can You Accommodate Students with Attention Deficit-Hyperactivity Disorder (ADHD)? | |
| How Can You Accommodate Students Who Are Gifted and Talented? | |
| What Are the Needs of Students from Culturally Diverse Backgrounds? | |
| How Can You Meet the Needs of Students Who Are at Risk? | |
| Summary | |
| Key Terms and Concepts | |
| Back to the Cases | |
| Applications in Teaching Practice:Diversity in a High School Class | |
| Further Readings | |
| Differentiating Instruction | |
| Learner Objectives | |
| How Can You Make Accommodations for Students with Special Needs in Basic Skills Instruction? | |
| How Can You Make Accommodations for Students with Special Needs When Teaching Subject-Area Content? | |
| How Can You Improve Clarity in Written and Oral Communication? | |
| How Can You Involve Parents in Teaching Their Children? | |
| What Accommodations Can You Make for Students to Help Them Succeed in Independent Practice? | |
| Summary | |
| Key Terms and Concepts | |
| Back to the Cases | |
| Applications in Teaching Practice: Developing a Repertoire of Instructional Adaptations | |
| Further Readings | |
| Strategies for Independent Learning | |
| Learner Objectives | |
| How Can You Encourage Student Self-Awareness and Self-Advocacy? | |
| How Can You Effectively Teach Independent Learning Strategies in Class? | |
| What Are Some Examples of Successful Learning Strategies? | |
| How Can Students Learn to Use Strategies Independently? | |
| Summary | |
| Key Terms and Concepts | |
| Back to the Cases | |
| Applications in Teaching Practice:Designing Strategies for Independence | |
| Further Readings | |
| Evaluating Student Learning | |
| Learner Objectives | |
| How Can Accommodations Be Made for Students with Speical Needs When Giving Classroom Tests? | |
| How Can Accommodations in Report Card Grading Be Made for Students with Special Needs? | |
| Using Individual Grading for Students with Disabilities | |
| How Can Performance-Based Assessment Benefit Students with Special Needs? | |
| How Can Portfolio Assessment Benefit Students with Special Needs? | |
| Summary | |
| Key Terms and Concepts | |
| Back to the Cases | |
| Applications in Teaching Practice: Adapting Evaluations for Students with Special Needs | |
| Further Readings | |
| Responding to Student Behavior | |
| Learner Objectives | |
| What Are Positive Behavioral Interventions and Supports? | |
| How Can You Use Positive Behavior Supports to Prevent Discipline Problems? | |
| How Can You Promote Positive Group Behavior? | |
| What Are Effective Strategies for Responding to Minor Individual Behaviors? | |
| How Can Functional Behavior Assessment and Behavior Intervention Plans Help You Respond to Serious Individual Behaviors? | |
| What Are Effective Strategies for Responding to Serious Individual Behaviors? | |
| How Can You Help Students Manage Their Own Behavior? | |
| Summary | |
| Key Terms and Concepts | |
| Back to the Cases | |
| Applications in Teaching Practice: Developing Strategies for Responding to Individual Student Behavior | |
| Further Readings | |
| Building Social Relationships | |
| Learner Objectives | |
| What Is Your Role in Promoting Positive Social Interactions among Students with and without | |
| Disabilities? | |
| How Can You Provide Education about Individuals with Disabilities? | |
| How Can You Develop and Support Peer Tutoring? | |
| How Can You Use Cooperative Learning Strategies to Facilitate Social Inclusion? | |
| How Can You Help Students with Disabilities Improve Their Social Skills? | |
| Summary | |
| Key Terms and Concepts | |
| Back to the Cases | |
| Applications in Teaching Practice: Planning for Promoting Positive Peer | |
| Relations | |
| Further Readings | |
| Glossary | |
| References | |
| Name Index | |
| Subject Index | |
| Table of Contents provided by Publisher. All Rights Reserved. |
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