Including Students with Special Needs: A Practical Guide for Classroom Teachers / Edition 6

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Overview

This single most widely used Inclusion text continues to provide the best source of practical strategies for teaching students with special needs in inclusive settings. Filled with examples and vignettes, the emphasis is always on teaching methods that promote student independence at all education levels. Its non-categorical approach helps ensure all students’ success regardless of their specific categories of exceptionality.

The Sixth edition integrates today’s expectations for students with the authors’ strong commitment to inclusive practices, tempered by the realities of day-today teaching. This text provides a firm grounding in special education practices, an understanding of the professionals who support these students and the procedures followed to ensure their rights are upheld, and a wealth of research-based strategies and interventions that can foster their success.

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Editorial Reviews

Booknews
New edition of a textbook on special education, the characteristics of students with special needs, strategies to work effectively with diverse student needs, and techniques for forming partnerships with special educators and parents. The authors discuss the foundations of special needs education; classroom and students needs; students with high-incidence disabilities; instructional adaptations; responses to student behavior; and approaches to building social relationships. Annotation c. by Book News, Inc., Portland, Or.
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Product Details

  • ISBN-13: 9780132179720
  • Publisher: Pearson
  • Publication date: 3/1/2011
  • Edition description: Older Edition
  • Edition number: 6
  • Pages: 504
  • Product dimensions: 8.40 (w) x 10.70 (h) x 0.90 (d)

Meet the Author

Marilyn Friend has worked in the field of education in a variety of roles for over 30 years. In addition to teaching in both special education and general education, she has worked as a teacher educator, consultant, and staff developer and currently is chair and professor in the Department of Specialized Education Services at the University of North Carolina at Greensboro. Her particular areas of expertise–the focus of her research, grants, teaching, writing, and work in the field–include inclusive schooling, co-teaching and other collaborative school practices, systems change, urban education, and family—school partnerships.

William Bursuck began his career as a general education teacher, and as a special education teacher and university teacher educator he has maintained an active interest in inclusive practices, publishing numerous research articles, successfully obtaining grants to conduct research, and publishing two books. Dr. Bursuck takes particular pleasure in providing classroom and future teachers with practical, evidence-based strategies to improve educational outcomes for students with special needs in this age of teacher accountability. He is a professor in the Department of Specialized Education Services at the University of North Carolina at Greensboro.

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Table of Contents

C H A P T E R 1 The Foundation for Educating Students with Special Needs

Learning Objectives

What Key Terms and Concepts Define Special Education?

Special Education Services

Least Restrictive Environment

Inclusive Practices

How Did Today’s Special Education Services Come to Exist?

The Development of Education for Students with Disabilities

The Impact of the Civil Rights Movement on Special Education

The Legislative Basis for Contemporary Special Education

What Factors Influence Practices in Today’s Schools?

Legislative and Related Policies

Understanding of Inclusive Practices

Impact on Students, Parents, and Educators

Limited Resources

Putting the Pieces Together

Who Receives Special Education and Other Special Services?

Categories of Disability in Federal Law

A Cross-Categorical Approach to Special Education

Other Students with Special Needs

Wrapping it Up

Back to the Cases

Summary

Applications in Teaching Practice:Understanding Contemporary Special

Education

C H A P T E R 2 Special Education Procedures and Services

Learning Objectives

Who Are the Professionals in Special Education?

General Education Teachers

Special Education Teachers

Related Service Providers and Other Specialists

Parents and Students

How Can You Decide Whether a Student Need Might

Be a Disability?

Analyze Unmet Needs

Communicate Your Observations and Try Your Own Interventions

How Do Students Obtain Special Services?

Initial Consideration of Student Problems

The Special Education Referral, Assessment, Eligibility, Planning, and Placement Process

Decision Making for Special Services

Monitoring Special Education Services

What Is an Individualized Education Program?

Required Components of an IEP

The Value of IEPs

What Services Do Students with Disabilities Receive?

Special Education and Related Services

Student Placement and Educational Environments

Wrapping it Up

Back to the Cases

Summary

Applications in Teaching Practice: A Visit to an MDT Meeting

C H A P T E R 3 Building Partnerships through Collaboration

Learning Objectives

What Are the Basics of Collaboration?

Characteristics of Collaboration

What Collaborative Services in Schools Foster Inclusion

Shared Problem Solving

Co-Teaching

Working on a Team

Consultation

The Complexity of Professional Collaboration

How Can You Work Effectively with Parents?

Understanding the Perspective of Family Members

Parents’ Reactions to Their Child’s Disability

Collaborating with Parents

How Can You Work Effectively with Paraprofessionals?

Understanding Your Working Relationship with Paraprofessionals

Collaborating with Paraprofessionals

The Complexity of Collaborating with Paraprofessionals

Wrapping it Up

Back to the Cases

Suumary

Applications in Teaching Practice: Collaboration in the Washington

School District

C H A P T E R 4 Assessing Student Needs

Learner Objectives

How Do Your Student Assessments Contribute

to Special Education Decisions?

Screening

Diagnosis

Program Placement

Curriculum Placement

Instructional Evaluation

Program Evaluation

What Information Sources Are Used in Programming

for Students with Special Needs?

High-Stakes Achievement Tests

Standardized Achievement Tests

Psychological Tests

Alternate Assessments

Curriculum-Based Assessments

What Kinds of Curriculum-Based Assessments Can You Create for Your Students?

Probes of Basic Academic Skills

Content-Area Assessments

How Are Curriculum-Based Probes Used to Make Special Education Decisions?

Peer Comparison in Screening

Fluency and Accuracy in Diagnosis

Skill Mastery and Curriculum Placement

Monitoring Student Progress and Instructional Evaluation

Wrapping it Up

Back to the Cases

Summary

Applications in Teaching Practice: Collecting and Using Assessment

Information

C H A P T E R 5 Planning Instruction by Analyzing Classroom

and Student Needs

Learning 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?

Physical Organization

Routines for Classroom Business

Classroom Climate

Behavior Management

Use of Time

How Can You Group All Your Students for Instruction in Inclusive Classrooms?

Whole-Class or Large-Group Instruction

Small-Group Instruction

One-to-One Instruction

How Can You Evaluate Instructional Materials for Inclusive Classrooms?

Learning Outcomes

Textbooks

Manipulatives and Models

Technology

How Can You Analyze Instructional Methods in Relation to Student Needs?

Elements of Direct Instruction

Indirect Methods of Instruction

Scaffolding

Independent Student Practice

Evaluation of Student Performance

Wrapping it Up

Summary

Back to the Cases

Applications in Teaching Practice: Planning Accommodations in the Instructional

Environment

C H A P T E R 6 Students with Low-Incidence Disabilities

Learning Objectives

What Are Low-Incidence Disabilities?

What Accommodations Can You Make for Students with Autism Spectrum Disorders?

Characteristics of Students with Autism Spectrum Disorders

Students with Asperger Syndrome

Accommodations for Students with Autism Spectrum Disorders

What Accommodations Can You Make for Students with Moderate, Severe, or Multiple Disabilities?

Students with Moderate to Severe Intellectual Disabilities

Students with Multiple Disabilities

Deaf-Blindness

What Accommodations Can You Make for Students with Sensory Impairments?

Students with Visual Impairments

Accommodations for Students with Visual Impairments

Planning Instruction for Students with Visual Impairments

Students with Hearing Loss

Accommodations for Students Who Are Deaf or Hard of Hearing

What Accommodations Can You Make for Students with Physical, Medical, or Health Disabilities?

Orthopedic Impairments

Teaching Students with Orthopedic Impairments

Other Health Impairments

Traumatic Brain Injury

Wrapping it Up

Back to the Cases

Summary

Applications in Teaching Practice: Planning for Students with

Low-Incidence Disabilities

C H A P T E R 7 Students with High-Incidence Disabilities

Learning Objectives

What Are High-Incidence Disabilities?

What Accommodations Can You Make for Students with Communication Disorders?

Understanding Speech Problems

Understanding Language Problems

Accommodations for Students with Communication Disorders

What Are the Academic Needs of Students with Learning and Behavioral Disabilities?

Reading Skills

Written Language Skills

Math Skills

Learning Skills

What Are the Social and Emotional Needs of Students with Learning and Behavioral Disabilities?

Interpersonal Skills

Personal and Psychological Adjustment

What Accommodations Can You Make for Students with Learning and Behavioral Disabilities?

Addressing Academic Needs

Addressing Social and Emotional Needs

Wrapping it Up

Back to the Cases

Summary

Applications in Teaching Practice: Using the INCLUDE Strategy with Students

with High-Incidence Disabilities

C H A P T E R 8 Students with Special Needs Other Than Disabilities

Learning Objectives

Which Students Are Protected by Section 504?

Understanding Section 504

Students Eligible for Services under Section 504

How Can You Accommodate Students with Attention Deficit—Hyperactivity Disorder?

Characteristics and Needs of Students with Attention Deficit—Hyperactivity Disorder

Interventions for Students with Attention Deficit—Hyperactivity Disorder

Families of Children with Attention Deficit—Hyperactivity Disorder

How Can You Accommodate Students Who Are Gifted and Talented?

Characteristics and Needs of Students Who Are Gifted and Talented

Interventions for Students Who Are Gifted and Talented

What Are the Needs of Students from Culturally Diverse Backgrounds?

Diversity and Special Education

Cultural Awareness

Families and Diversity

Multicultural and Bilingual Education

How Can You Meet the Needs of Students Who Are at Risk?

Characteristics and Needs of Students at Risk

Interventions for Students at Risk

Wrapping it Up

Back to the Cases

Summary

Applications in Teaching Practice: Diversity in a High School Class

C H A P T E R 9 Differentiating Instruction

Learning Objectives

How Can You Make Accommodations for Students with Special Needs in Basic Skills Instruction?

Teaching Preskills

Selecting and Sequencing Examples

Deciding the Rate of Introduction of New Skills

Providing Direct Instruction and Opportunities for Practice and Review

How Can You Make Accommodations for Students with Special Needs When Teaching Subject-Area Content?

Activating Background Knowledge

Organizing Content

Teaching Terms and Concepts

How Can You Improve Clarity in Written and Oral Communication?

Clarity in Written Communication

Clarity in 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?

Differentiating Seatwork Assignments

Differentiating Learning Center Activities

Differentiating Homework Assignments

Making Instructional Modifications for Students with Moderate to Severe Disabilities

Wrapping it Up

Back to the Cases

Summary

Applications in Teaching Practice: Developing a Repertoire of Instructional Accommodations

C H A P T E R 10 Strategies for Independent Learning

Learning Objectives

How Can You Encourage Student Self-Awareness and Self-Advocacy?

How Can You Effectively Teach Independent Learning Strategies in Class?

Assess Current Strategy Use

Clarify Expectations

Demonstrate Strategy Use

Encourage Students to Memorize Strategy Steps

Provide Guided and Independent Practice

Administer Posttests

What Are Some Examples of Successful Learning Strategies?

Word-Identification and Reading Fluency Strategies

Vocabulary Strategies

Reading Comprehension Strategies

Listening and Note-Taking Strategies

Writing Strategies

Strategies for Using Technology to Improve Student Writing

Strategies for Problem Solving in Math

Strategies for Managing Time and Resources

How Can Students Learn to Use Strategies Independently?

Self-Instruction

Self-Monitoring

Self-Questioning

Wrapping it Up

Back to the Cases

Summary

Applications in Teaching Practice: Designing Strategies for Independence

C H A P T E R 11 Evaluating Student Learning

Learning Objectives

How Can Accommodations Be Made for Students with Special Needs When Giving Classroom Tests?

Accommodations before the Test

Accommodations during the Test

Accommodations after the Test

How Can Accommodations in Report-Card Grading Be Made for Students with Special Needs?

Grading Practices That Benefit All Students

Using Individualized Grading with Students with Disabilities

How Can Performance-Based Assessment Benefit Students with Special Needs?

How Can Portfolio Assessment Benefit Students with Special Needs?

Wrapping it Up

Back to the Cases

Summary

Applications in Teaching Practice: Making Accommodations When Evaluating Students with Special Needs

C H A P T E R 12 Responding to Student Behavior

Learning Objectives

What Are Positive Behavioral Interventions and Supports?

How Can You Use Positive Behavior Supports to Prevent Discipline Problems?

Instructional Environments Conducive to Learning

Effective Classroom Communication

Effective Teaching Methods

Fostering Positive Student Interactions

Schoolwide Strategies

How Can You Promote Positive Group Behavior?

Implement Peer Mediated Instruction

Use Group Contingencies

What Are Positive Behavior Strategies for Responding to Minor Individual Behaviors?

Use Minimum Interventions

Manage Students’ Surface Behaviors

How Can Functional Behavior Assessment and Behavior Intervention Plans Help You Respond to Serious Individual Behaviors?

Rationale for Functional Behavior Assessment

Verifying the Seriousness of the Problem

Defining the Problem Behavior

Collecting Data to Better Understand the Behavior

Analyzing the Data and Forming Hypotheses

Developing a Behavior Intervention Plan

Implementing the Plan

Monitoring the Plan’s Effectiveness

What Are Effective Strategies for Responding to Serious Individual Behaviors?

Increasing Desirable Behaviors

Decreasing Undesirable Behaviors

Using Behavior Contracts

How Can You Help Students Manage Their Own Behavior?

Cognitive Behavior Management Strategies

Teaching Cognitive Behavior Management Strategies

Final Thoughts about Including Students with Special Needs and the INCLUDE Strategy

Wrapping it Up

Back to the Cases

Summary

Applications in Teaching Practice: Developing Strategies for Responding

to Individual Student Behavior

Appendix: CEC Content Standards and INTASC Core Principles

Glossary

References

Name Index

Subject Index

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