Inclusion: Highly Effective Practices for all Students (with MyEducationLab)

Other Format (Print)
Rent
Rent from BN.com
$43.47
(Save 71%)
Est. Return Date: 06/22/2014
Used and New from Other Sellers
Used and New from Other Sellers
from $44.95
Usually ships in 1-2 business days
(Save 69%)
Other sellers (Other Format)
  • All (4) from $44.95   
  • New (1) from $215.00   
  • Used (3) from $44.95   
Close
Sort by
Page 1 of 1
Showing All
Note: Marketplace items are not eligible for any BN.com coupons and promotions
$215.00
Seller since 2014

Feedback rating:

(114)

Condition:

New — never opened or used in original packaging.

Like New — packaging may have been opened. A "Like New" item is suitable to give as a gift.

Very Good — may have minor signs of wear on packaging but item works perfectly and has no damage.

Good — item is in good condition but packaging may have signs of shelf wear/aging or torn packaging. All specific defects should be noted in the Comments section associated with each item.

Acceptable — item is in working order but may show signs of wear such as scratches or torn packaging. All specific defects should be noted in the Comments section associated with each item.

Used — An item that has been opened and may show signs of wear. All specific defects should be noted in the Comments section associated with each item.

Refurbished — A used item that has been renewed or updated and verified to be in proper working condition. Not necessarily completed by the original manufacturer.

New
Brand new.

Ships from: acton, MA

Usually ships in 1-2 business days

  • Standard, 48 States
  • Standard (AK, HI)
Page 1 of 1
Showing All
Close
Sort by

Overview

Prepare with the Power of Classroom Practice. Register for MyEducationLab today at www.myeducationlab.com.

MyEducationLab is an online solution that provides highly relevant assignments and resources designed to connect your textbook to real teaching situations. It is fully integrated with your textbook; wherever you see the MyEducationLab logo in the margins or elsewhere in the text, follow the simple instructions to access videos, strategies, cases, and artifacts associated with assignments, activities, and learning units on MyEducationLab.

MyEducationLab provides you with opportunities to study and thoroughly understand your course content and also to practice the skills needed to become a successful classroom teacher:

Prepare with the Power of Classroom Practice.
• Take Practice Tests for each chapter of your text.
— Completion of each practice test generates a study plan that is unique to you.
— The study plan links to text excerpts, activities with feedback, and videos and other media that can help you master concepts covered in your text.
• Complete Assignments and Activities to apply text content to real classroom situations.
• Authentic classroom video shows real teachers and students interacting, and helps prepare you for the classroom.
• Explore the Building Teaching Skills and Dispositions exercises to practice and strengthen the skills that are essential to teaching.
• Case studies offer real-life perspectives on common issues and challenges faced in the classroom.
• Authentic student and teacher classroom artifacts provide you with the actual types of materials encountered every day by teachers.

To order this book WITH MyEducationLab, use either ISBN:
ISBN-13: 9780136101321
ISBN-10: 0136101321

Read More Show Less

Product Details

  • ISBN-13: 9780136101321
  • Publisher: Prentice Hall
  • Publication date: 8/5/2009
  • Edition description: Older Edition
  • Pages: 480
  • Product dimensions: 8.50 (w) x 10.80 (h) x 0.80 (d)

Meet the Author

James McLeskey is professor and chair of the Department of Special Education at the University of Florida. He is the author of Special Education for Today’s Teachers: An Introduction (Prentice Hall, 2008), Reflections on Inclusion: Classic Articles that Shaped our Thinking (CEC, 2007), and Inclusive Education in Action: Making Differences Ordinary (ASCD, 2000). He has worked extensively with helping local schools develop inclusive classrooms, and has written numerous articles regarding this work.

David L. Westling is the Adelaide Worth Daniels Distinguished Professor of Special Education at Western Carolina University in Cullowhee, North Carolina. He received his Ed.D. Degree in Special Education from the University of Florida in 1976. He is the co-author of Teaching Students with Severe Disabilities (Prentice Hall, 2008), Special Education for Today’s Teachers: An Introduction (Prentice Hall, 2008), and numerous papers in professional journals on related subjects.

Read More Show Less

Table of Contents

Part I: Foundations of Successful Inclusion

Chapter 1: What Is Inclusion and Why Is It Important?

Introduction

Inclusion Is for All Students

Descriptions of Three Highly Effective, Inclusive Schools

Students with Disabilities and Special Education

Other Students Who May Need Support in the General Education Classroom

Concepts That Support Inclusive Practices

Normalization

Least Restrictive Environment

What Are Effective Inclusive Programs?

Inclusive Programs: Research on Effectiveness

Your Role as a Teacher in an Inclusive School

General Education Teachers

Special Education Teachers

Related Services Professionals

Paraeducators

Teacher Attitudes Toward Inclusion

Being a Good Teacher of All Students

Appropriate Dispositions

Positive Teacher Attitude

Summary

Chapter 2: Inclusion: Reflections on the Past, Present, and Future

Perspectives on Inclusion

Introduction

The Evolution of Inclusive Special Education Services

From Segregation to Inclusion

Civil Rights and Parent Advocacy

Current Status of Inclusive Practices

Legal Foundations of Special Education and Inclusion

Individuals with Disabilities Education Improvement Act (IDEA 2004)

From Law to Classroom: Major Components of IDEA 2004

No Child Left Behind

Elements of NCLB

Section 504 of the Rehabilitation Act of 1973 (PL 93-112) and the Americans with Disabilities Act

Tomorrow’s Challenges

AYP and Students with Disabilities

Highly Qualified Professionals

Evolving Roles in a Changing System

Summary

Chapter 3: A Look at Today’s Schools: Teaching Students from Diverse Backgrounds

Perspectives on Teaching Students from Diverse Backgrounds

Introduction

Who Are the Students in Today’s Schools?

Ethnic Groups

Language

Poverty

Diversity in Special Education

Student Diversity and Academic Achievement

Academic Proficiency

High School Graduation Rates

Teachers, Students, and the Demographic Divide

Culture and Student Outcomes

Establishing Connections Across a Cultural Divide

What Is Culture, and Why Is It So Important?

What Can Teachers Do? Culturally Responsive Teaching in Inclusive Classrooms

Supporting Resilience and Motivation

Culturally Responsive Inclusive Pedagogy

Demonstrating Care

High Expectations: What Does “No Excuses” Really Mean?

Using a Diverse Curriculum

Summary

Part II: Meeting the Needs of All Students

Chapter 4: Students with Learning Disabilities

Perspectives on Including Students with Learning Disabilities

Introduction

Who Are Students with Learning Disabilities?

Identification of Students with Learning Disabilities

Prevalence

Service Delivery

Major Characteristics of Students with Learning Disabilities

Academic Difficulties

Cognitive Skill Deficits

Social and Motivational Problems

Effective Instruction for Students with Learning Disabilities

Effective Instruction for Elementary Students

Effective Instruction for Secondary Students

Final Thoughts Regarding Effective Practices

Summary

Chapter 5: Students with Attention-Deficit/Hyperactivity Disorder

Perspectives on Including Students with Attention-Deficit/Hyperactivity Disorder

Introduction

Who Are Students with Attention-Deficit/Hyperactivity Disorder?

Definition

Identification of Students with ADHD

Prevalence

Service Delivery

Major Characteristics of Students with ADHD

Inattentive, Hyperactive, and Impulsive Behaviors

Social and Behavior Problems

Academic Difficulties

Effective Instruction for Students with ADHD

Effective Instruction for Elementary Students

Effective Instruction for Secondary Students

The Use of Medication to Address the Symptoms of ADHD

Final Thoughts Regarding Effective Practices

Summary

Chapter 6: Students with Intellectual Disabilities

Perspectives on Including Student with Intellectual Disabilities

Introduction

Who Are Students with Intellectual Disabilities?

Definition

Identification of Students with Intellectual Disabilities

Prevalence

Service Delivery

Major Characteristics of Students with Intellectual Disabilities

Academic Difficulties

Cognitive Skill Deficits

Social and Behavior Problems

Effective Instruction for Students with Intellectual Disabilities

Effective Instruction for Elementary Students

Effective Instruction for Secondary Students

Final Thoughts Regarding Effective Practices

Summary

Chapter 7: Students with Emotional and Behavioral Disabilities

Perspectives on Including Students with Emotional and Behavioral Disabilities

Introduction

Who Are Students with Emotional and Behavioral Disabilities?

Definition

Identification of Students with Emotional and Behavioral Disabilities

Prevalence

Service Delivery

Major Characteristics of Students with Emotional and Behavioral Disabilities

Externalizing Behavior Problems

Internalizing Behavior Problems

Cognitive, Academic, and Social Behavior

Effective Instruction for Students with Emotional and Behavioral Disabilities

Effective Instruction for Elementary Students

Effective Instruction for Secondary Students

Final Thoughts Regarding Effective Practices

Summary

Chapter 8: Students with Autism Spectrum Disorders

Perspectives on Including Students with Autism Spectrum Disorders

Introduction

Who Are Students with Autism Spectrum Disorders?

Definition

Identification of Students with Autism Spectrum Disorders

Prevalence

Service Delivery

Major Characteristics of Students with Autism Spectrum Disorders

Primary Characteristics

Secondary Behavioral Factors

Effective Instruction for Students with Autism Spectrum Disorders

Effective Instruction for Elementary Students

Effective Instruction for Secondary Students

Final Thoughts Regarding Effective Practices

Summary

Chapter 9: Students with Communication Disorders and Students with Sensory Impairments

Perspectives on Including Students with Communication Disorders

Introduction

Who Are Students with Communication Disorders?

Definitions

Identification of Students with Communication Disorders

Prevalence

Service Delivery

Major Characteristics of Students with Communication Disorders

Academic and Cognitive Performance

Behavior Performance and Social Skills

Effective Instruction for Students with Communication Disorders

Effective Instruction for Elementary Students

Effective Instruction for Secondary Students

Who Are Students with Sensory Impairments?

Definitions

Identification of Students with Sensory Impairments

Prevalence

Service Delivery

Major Characteristics of Students with Sensory Impairments

Academic and Cognitive Performance

Behavior Performance and Social Skills

Effective Instruction for Students with Sensory Impairments

Effective Instruction for Elementary Students

Effective Instruction for Secondary Students

Final Thoughts Regarding Effective Practices

Summary

Chapter 10: Students with Physical Disabilities, Health Impairments, and Multiple Disabilities

Perspectives on Including Students with Physical Disabilities

Introduction

Who Are Students with Physical Disabilities, Health Impairments, and Multiple Disabilities?

Definitions

Identification of Students with Physical Disabilities, Health Impairments, and Multiple Disabilities

Prevalence

Service Delivery

Major Characteristics of Students with Physical Disabilities, Health Impairments, and Multiple Disabilities

Academic and Cognitive Performance

Behavior Performance and Social Skills

Effective Instruction for Students with Physical Disabilities, Health Impairments, and Multiple Disabilities

Effective Instruction for Elementary Students

Effective Instruction for Secondary Students

Strategies to Achieve Social Success

Final Thoughts Regarding Effective Practices

Summary

Part III: Effective Practices

Chapter 11: Collaboration and Teaming

Perspectives on Collaboration

Introduction

Collaboration: What to Expect

What Is Collaboration?

Dispositions Needed for Successful Collaboration

Skills Needed for Successful Collaboration

Collaborative Roles in Inclusive Schools

Collaborative Teams

Co-Teaching

Collaborative Consultation

Students as Collaborators: Peer Assistance in Inclusive Classrooms and Schools

The Peer Buddy Program

Summary

Putting It All Together

Strategy 11.1: Key Components of Effective Collaboration

Strategy 11.2: Communication Skills and Successful Collaboration

Strategy 11.3: Teacher Assistance Teams

Strategy 11.4: Co-Teaching

Strategy 11.5: Working with Paraeducators

Strategy 11.6: Working with Families: Home—School Connection

Strategy 11.7: Peer Buddies

Chapter 12: Formal Plans and Planning for Differentiated Instruction

Perspectives on Planning

Introduction

Response-to-Intervention Plans

Individualized Education Programs

Section 504 Plans

Behavior Intervention Plans

Planning for Differentiated Instruction

Getting to Know Your Standards

Level-1 Planning: Identifying Students’ Learning Needs

Level-2 Planning: Preparing for Daily Instruction

Level 3: Interactive Planning During Instruction

Monitoring Student Progress

Grading Students with Disabilities

Arranging the Classroom for Inclusion

Summary

Putting It All Together

Strategy 12.1: Contributing to Individualized Educational Programs

Strategy 12.2: Procedures for Developing a 504 Plan

Strategy 12.3: Planning for Differentiated Instruction

Strategy 12. 4: Identifying Instructional Needs for Students with Disabilities or Special Needs in General Education Classrooms

Strategy 12. 5: Planning for Basic Skills Instruction in an Inclusive Classroom

Strategy 12.6: Planning for Academic Content Instruction in an Inclusive Classroom

Strategy 12.7: Using Curriculum-Based Measures to Measure Student Academic Progress

Strategy 12.8: Procedures for Developing a Personalized Grading Plan

Chapter 13: Effective Instruction in Elementary Inclusive Classrooms: Teaching Reading, Writing, and Mathematics

Perspectives on Effective Instruction

Introduction

Effective Instruction in an Inclusive Classroom: What to Expect

Principles and Practices to Support Effective Instruction

Effective Instruction: Teacher Behaviors in Delivering Instruction

Grouping Students to Support the Delivery of Effective Instruction

Individual Tutoring

Peer Tutoring

Effective Instruction in Reading, Writing, and Mathematics

Reading Instruction

Writing Instruction

Mathematics Instruction

Summary

Putting It All Together

Strategy 13.1: Success for All

Strategy 13.2: Cooperative Learning

Strategy 13.3: Reading Recovery

Strategy 13.4: Peer-Assisted Learning Strategies

Strategy 13.5: Beginning Reading: Tiers of Instruction and Response to Intervention

Strategy 13.6: Self-Regulated Strategy Development and Writing Instruction

Strategy 13.7: Cognitive Strategy Instruction for Teaching Math Problem Solving

Chapter 14: Teaching Students in Secondary Content Areas

Perspectives on Teaching Secondary Content to Students with Disabilities

Introduction

Content Learning Differences: What to Expect

Prerequisites for Inclusive Content-Area Instruction

Understanding Curriculum

Working Collaboratively

Models and Approaches for Inclusive Content-Area Instruction

Universal Design for Learning

Direct Instruction

Guided Discovery Learning

Cooperative Learning

Learning Strategies

Content Enhancements

Content Survival Strategies

Content-Area Reading

Note Taking

Test Taking

Time and Assignment Management

Content-Area Instruction for Students with Severe Disabilities

Summary

Putting It All Together

Strategy 14.1: Content Enhancements: Unit and Lesson Organizers

Strategy 14.2: Improving Expository Writing Across Content-Area Classes

Strategy 14.3: Mnemonic Strategies

Strategy 14.4: Content-Area Reading

Strategy 14.5: Developing and Supporting Note Taking

Strategy 14.6: Developing Effective Test Taking

Chapter 15: Effective Practices for All Students: Classroom Management

Perspectives on Classroom Management

Introduction

Student Behavior: What to Expect

Behavior Management Readiness

Classroom Organization

Effective Instruction

A Climate of Care and Respect

Addressing Student Behavior: Tiered Management

Universal Inclusive Practice and Supports

Targeted Interventions

Functional Behavioral Assessment

Behavior Intervention Plans

Wraparound Supports

Summary

Putting It All Together

Strategy 15.1: Developing and Maintaining Rules and Procedures

Strategy 15.2: Surface Management Techniques

Strategy 15.3: Developing Consequences and Delivering Them with Consistency

Strategy 15.4: Defusing Confrontations and Responding to Dangerous Behavior

Strategy 15.5: Check-In, Connect, Check-Out Systems

Strategy 15.6: Behavioral Contracts

Strategy 15.7: Function-Based Thinking, Functional Behavior Assessments, and Behavior Intervention Plans

Strategy 15.8: Direct Teaching of Social Skills: Social Stories

Chapter 16: Using Technology to Enhance Inclusion

Perspectives on Using Technology to Enhance Inclusion

Introduction

Educational Technology

Use of Educational Technology in General Education Classrooms

Using Educational Technology to Facilitate Inclusion

What You Can Expect from Educational Technology

Assistive Technology

AT Devices to Support Academic Activities

Augmentative and Alternative Communication Devices

Personal Digital Assistants

AT Devices for Daily Living

How Effective Is Assistive Technology?

Universal Design for Learning

Principles of UDL

Applying UDL Principles

Example of the Effectiveness of UDL Applications

Summary

Putting It All Together

Strategy 16.1: Teaching Students to Use Educational Technology Programs

Strategy 16.2: Using READ 180 in the Classroom

Strategy 16.3: Using the Computer Game PLATO® Achieve Now on PSP® (Mathematics) to Improve Students’ Homework Performance

Strategy 16.4: Evaluating Educational Technology

Strategy 16.5: A Decision-Making Process for Selecting Assistive Technology Devices

Strategy 16.6: Using Word Processing and Related Software to Support Student Writing

Strategy 16.7: Teaching Students with Disabilities to Use Calculators

Strategy 16.8: Supporting Students Who Use AAC Devices

Strategy 16.9: Supporting Students Who Use Motorized Wheelchairs

Read More Show Less

Customer Reviews

Be the first to write a review
( 0 )
Rating Distribution

5 Star

(0)

4 Star

(0)

3 Star

(0)

2 Star

(0)

1 Star

(0)

Your Rating:

Your Name: Create a Pen Name or

Barnes & Noble.com Review Rules

Our reader reviews allow you to share your comments on titles you liked, or didn't, with others. By submitting an online review, you are representing to Barnes & Noble.com that all information contained in your review is original and accurate in all respects, and that the submission of such content by you and the posting of such content by Barnes & Noble.com does not and will not violate the rights of any third party. Please follow the rules below to help ensure that your review can be posted.

Reviews by Our Customers Under the Age of 13

We highly value and respect everyone's opinion concerning the titles we offer. However, we cannot allow persons under the age of 13 to have accounts at BN.com or to post customer reviews. Please see our Terms of Use for more details.

What to exclude from your review:

Please do not write about reviews, commentary, or information posted on the product page. If you see any errors in the information on the product page, please send us an email.

Reviews should not contain any of the following:

  • - HTML tags, profanity, obscenities, vulgarities, or comments that defame anyone
  • - Time-sensitive information such as tour dates, signings, lectures, etc.
  • - Single-word reviews. Other people will read your review to discover why you liked or didn't like the title. Be descriptive.
  • - Comments focusing on the author or that may ruin the ending for others
  • - Phone numbers, addresses, URLs
  • - Pricing and availability information or alternative ordering information
  • - Advertisements or commercial solicitation

Reminder:

  • - By submitting a review, you grant to Barnes & Noble.com and its sublicensees the royalty-free, perpetual, irrevocable right and license to use the review in accordance with the Barnes & Noble.com Terms of Use.
  • - Barnes & Noble.com reserves the right not to post any review -- particularly those that do not follow the terms and conditions of these Rules. Barnes & Noble.com also reserves the right to remove any review at any time without notice.
  • - See Terms of Use for other conditions and disclaimers.
Search for Products You'd Like to Recommend

Recommend other products that relate to your review. Just search for them below and share!

Create a Pen Name

Your Pen Name is your unique identity on BN.com. It will appear on the reviews you write and other website activities. Your Pen Name cannot be edited, changed or deleted once submitted.

 
Your Pen Name can be any combination of alphanumeric characters (plus - and _), and must be at least two characters long.

Continue Anonymously

    If you find inappropriate content, please report it to Barnes & Noble
    Why is this product inappropriate?
    Comments (optional)