Modifying Schoolwork / Edition 2

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Overview

The new edition of one of the most successful titles in the Teachers' Guides to Inclusive Practices series, Modifying Schoolwork, presents straightforward information on how teachers can develop modifications and accommodations to schoolwork so students with disabilities can participate in the inclusive classroom. The book is centered around three types of adaptations - curricular, instructional, and environmental - and two stages of planning adaptations for students with a broad range of learning and developmental disabilities. Features such as Student Snapshots, Voices from the Classroom, and What the Research Says make this book easy to read for the busy educator.
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Product Details

  • ISBN-13: 9781557667069
  • Publisher: Brookes Publishing
  • Publication date: 8/1/2004
  • Series: Teachers' Guides to Inclusive Practices
  • Edition description: Older Edition
  • Edition number: 2
  • Pages: 128
  • Sales rank: 702,876
  • Product dimensions: 7.00 (w) x 10.00 (h) x 0.40 (d)

Meet the Author

Rachel Janney, Ph.D., has worked with children and adults with disabilities in a number of capacities, including special education teacher, camp counselor, educational consultant, and researcher. She received her master's degree from Syracuse University and her doctorate from the University of Nebraska - Lincoln. Dr. Janney now teaches courses in special education, supervises student teachers, and coordinates the undergraduate program in special education at Radford University. She also serves as Co-director of the Training and Technical Assistance Center (T/TAC) for Professionals Serving Individuals with Disabilities at Radford University. The T/TAC, part of a statewide technical assistance network that is funded by the Virginia Department of Education, provides a variety of services and resources to special education teams in school divisions throughout southwest Virginia. Dr. Snell and coauthor Dr. Janney have conducted several research projects in inclusive schools and classrooms. The focus of these projects has been on the ways that special and general education teachers work together to design and implement adaptations and accommodations for students with disabilities placed in inclusive settings. Both authors are frequent presenters of workshops on topics related to successful inclusive education.

Martha E. Snell, Ph.D., is a professor in the Curry School of Education at the University of Virginia where she has taught since 1973. Her focus is special education and, specifically, the preparation of teachers of students with mental retardation and severe disabilities and young children with disabilities. Prior to completing her doctoral degree in special education at Michigan State University, she worked with children and adults with disabilities as a residential child care worker, a teacher, and a provider of technical assistance to school and residential programs. In addition to teaching coursework at the undergraduate and graduate levels, she currently coordinates the special education program, supervises teachers in training, provides in-service training to teachers and parents in schools and agencies, conducts research, serves on the boards of several community agencies serving people with disabilities, and is an active member of the American Association on Mental Retardation and TASH (formerly The Association for Persons with Severe Handicaps).

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Table of Contents

About the Authors vii
Acknowledgments viii
Chapter 1 Inclusive Programming: The Big Picture 1
Six Key Elements of Inclusive Education
Improving Your School's Inclusive Practices
Summary
Chapter 2 Accommodating Curricular and Instructional Practices in the Classroom 23
Meaningful, Integrated Curriculum
Appropriate Instructional Goals
Active Learning
Multiple Modalities
Cooperative Learning
Systematic Lesson Structure
Summary
Chapter 3 A Model for Making Adaptations 37
What Is a Model, and Why Is It Necessary?
Prerequisites for the Model
Criteria for Making Individualized Adaptations
The Model: Three Types of Adaptations
Stages of Creating Adaptations
Evaluating the "Specialness" of Adaptations
Summary
Chapter 4 Steps for Making Individualized Adaptations 57
Step 1 Gather and Share Information About the Student and the Classroom
Step 2 Determine When Adaptations Are Needed
Step 3 Strategies for Planning Adaptations: A Plan to Plan
Step 4 Plan and Implement Adaptations: First General, Then Specific
Step 5 Plan and Implement Alternate Adaptations
Step 6 Monitor and Evaluate
Putting the Steps Together
Chapter 5 Adapting Instructional Activities in Basic Skills and Content Areas 89
Two Reminders: Start with Accommodating Teaching and the Student's Goals in Mind
Reading and Writing
Math
Content Areas
Tests and Testing Procedures
Summary
References 115
Appendix A Blank Forms 121
Team Roles and Responsibilities Checklist
Team Survey of Inclusive Practices
Issue--Action Plan
Steps and Tools for Planning Individualized Adaptations
Student Information Form (Confidential)
Program-at-a-Glance
General Assessment of Classroom Activities
Ecological Assessment of Classroom Activities
Program Planning Matrix
Guide to Adaptation Planning Strategies (Individual)
Guide to Adaptation Planning Strategies (Classroom)
Individualized Adaptations Plan
Classroom Participation Plan with General Adaptations
Weekly Plan for Specific Adaptations (Elementary)
Weekly Plan for Specific Adaptations (Secondary)
Checklist of General Adaptations
Team Meeting Agenda and Minutes
Team Evaluation of Student Adaptations
Appendix B Resources on Designing Schoolwork for Inclusive Classrooms 141
Index 145
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