Strategies for Teaching Content Effectively in the Inclusive Secondary Classroom / Edition 1

by Lisa Dieker, Rebecca Hines

Overview

Strategies for Teaching Content Effectively in the Inclusive Secondary Classroom provides classroom applications, school-wide recommendations and content-specific strategies to support students with disabilities in secondary general education settings. Learn how to develop inclusive climates in the general education classroom and across the entire school; implement content-specific teaching strategies; build stronger partnerships between general and special educators; promote social success among middle and high school students; motivate low achieving students; and assess secondary students with disabilities. Written for secondary special education teachers, general education teachers and support staff.

Product Details

ISBN-13:	9780132491846
Publisher:	Pearson Education
Publication date:	01/18/2013
Edition description:	New Edition
Pages:	256
Product dimensions:	8.40(w) x 10.80(h) x 0.40(d)

About the Author

Dr. Lisa Dieker is a Professor and Lockheed Martin Eminent Scholar. She coordinates the doctoral program in special education and is Director of the Lockheed Martin Mathematics and Science Academy. She received her undergraduate and master’s degree from Eastern Illinois University and her Ph.D. from the University of Illinois. Her primary area of research focuses on collaboration between general and special education at the secondary level with a specific interest in the unique opportunities that exist in urban schools. She also has a passion for how technology and specifically virtual classrooms can be used to impact teacher preparation. Prior to UCF, she served for 9 years on the faculty at the University of Wisconsin-Milwaukee. Her passion is conducting research that impacts the way general and special education teachers work together in middle and high school settings. She currently serves on numerous editorial review boards and is the Associate Editor for Teaching Exceptional Children, past co-editor of the Journal of International Special Needs Education and an Associate Editor for the Journal of Psychological and Educational Consulting. She is the author of The Co-Teaching Lesson Plan Book; Demystifying Secondary Inclusion; and a co-author of Teaching Children and Adolescents with special needs (5^th Ed.). She is a featured presenter for two videos 7 Effective Strategies for Secondary Inclusion and Winning Strategies for Inclusive Classrooms.

Rebecca A. Hines is Associate Professor in the Department of Child, Family and Community Sciences at the University of Central Florida. She has been an Assistant Professor in the Department of Secondary Education at the Southeast Missouri State University. She was a teacher of students with emotional and severe emotional disorders, as well as a language arts teacher and team leader in Florida. She received her M.A. degree in Behavior Disorders and her Ph.D. in Curriculum and Instruction, both from the University of South Florida. Her publications include articles in numerous professional journals on topics such as assistive technology, middle level inclusion, behavior disorders and collaborative teaching. She has made many national presentations for such organizations as the Council for Exceptional Children, the National Association of Secondary School Principals, the National Middle School Association and the Midsouth Technology conference. She has received numerous awards and participated in many funded research and grant projects.

Table of Contents

Preface

Chapter 1 — Potential Disruption

Rebecca A. Hines and Lisa A. Dieker

The Status of Education: The Game Is Changing

Putting the Pieces Together

Cornerstone of Curriculum and Instruction

Planning Pyramid

Multiple Intelligence

Universal Design for Learning

Instructional Time

Bloom’s Taxonomy

Keeping Pace with Generation M

Standards in Today’s Classrooms

Real-World Skills

Today’s Inclusive Classrooms

Current Status of Special Education

References

Chapter 2 — Status of the Classroom

Rebecca A. Hines and Lisa A. Dieker

The Philosophy of Inclusion

Inclusive Practices: Implications

High-Incidence Disabilities

Learning Disabilities

Emotional Disturbances

Speech or Language Impairment

Low-Incidence Disabilities and 504 Plans

Intellectual Disabilities

Emotional Disturbance and Autism Spectrum Disorders

Individual Education Program

Individual Transition Plan

Meeting the Needs of ALL Learners

Closing Thoughts

5 Realistic Tips

References

Chapter 3 — Adolescence and Positive Climate

Lisa A. Dieker and Rebecca A. Hines

Universal Desires of Adolescents

Overview of Adolescence

Creating a Positive Climate

Universal Principles That Should Be in All Schools

Universal Design for Learning (UDL)

Principle 1: Multiple Means of Representation

Principle 2: Multiple Means for Action and Expression

Physical Action

Expressive Skills and Fluency

Executive Function

Principle 3: Multiple Means for Engagement

Increasing Student Engagement

What Does an Effective Secondary Classroom Look Like Today?

Quality Instruction

Tips for Increasing Instructional Time

Adding New Layers

Promoting a Positive Social Climate

Practice Social Skills Daily

Role Plays

Holding Classroom Forums

Pass a Problem

T-Chart

Books and Movies

Closing Thoughts

5 Realistic Tips

References

Chapter 4 — Rethinking Behavior

Rebecca A. Hines and Lisa A. Dieker

Differing PerspectivesWhat Causes Students to Misbehave?

Old Faithful: Behaviorism

Ecological Model

Psychodynamic Model

Cognitive Model

Conducting a Functional Behavioral AssessmentConsiderations for Students with More Severe Behavior or Emotional/Behavioral Issues

Unconditional Participation

Built-In Success

What Types of Behaviors Should I Expect–And What Can I Do about Them?

Practical Tips for Behavior ManagementClosing Thoughts

5 Realistic Tips

References

Chapter 5 - Co-Teaching and Collaboration

Lisa A. Dieker and Rebecca A. Hines

Inclusion: Civil Rights Issue or Evidence-Based Practice?

The Role of the Teacher in Inclusive Settings

Co-planning

Co-Instructing in the Collaborative Classroom

Lead and Support

Parallel Teaching

Alternative Teaching

Station Teaching

Team Teaching

Keys to Collaboration

Check for Confusion

Don’t Say It All

Stay on Track

Share the Stage

Co-Assessing: Whose Job Is It?

Putting It All Together: Planning, Instructing, and Assessing

Checking It Off — How Is Your Co-Teaching Relationship?

Closing Thoughts

5 Realistic Tips

References

Chapter 6 — Reading in Today’s Classrooms

Rebecca A. Hines and Lisa A. Dieker

What’s the problem?

Learning to Read or Reading to Learn?

To Read or Not to Read?

What is my role in reading instruction?

Bits and Pieces

Reading Barriers

Research-Based Best Practices for All Learners

Using a Reader’s Workshop Approach to Encourage “Reading to Learn”

Closing Thoughts

5 Realistic Tips

References

Chapter 7 — Writing, Listening, and Speaking across the Content Areas

Rebecca A. Hines, Sheri L. Anderson, and Lisa A. Dieker

Emerging Forms of Communication

The Importance of Writing, Listening, and Speaking Skills

Writing

Listening

Speaking

How and Why Should Writing, Listening, and Speaking Be Taught in Today’s Middle and High Schools?

Strategies for Better Writing

Conferencing with Writers

Listening Strategies

Give Me Five

Speaking Strategies

Ideas Related to Writing, Speaking, and Listening

Kamishibai

Authorstream

A Picture Is Worth a Thousand Words

Digital Narratives

Closing Thoughts

5 Realistic Tips

References

Chapter 8 — Creating Mathematically Literate Students

Kimberly Davis, Lisa A. Dieker, and Rebecca A. Hines

Mathematics and Special Education

Co-Teaching

Difficulties for Students with Special Needs in Mathematics

Effective Teaching of Mathematics

Recommendation for inclusion in mathematics

Websites and Ideas for the Classroom

Closing Thoughts

5 Realistic Tips

References

Chapter 9 — Scientific Knowledge

Sara Aronin, Lisa Dieker, and Rebecca Hines

Constructivism in Science

Teaching structure to support science

Safety issues and behavior needs in science

Strategies related to Teaching Science

Websites to visit

General Strategies and Activities to Consider

Connecting Science Concepts to What Students Already Know

An Inquiry-Based Lesson Using Co-Teaching

Students Further Understand the Concept

General Education Provides Pictures and Notes Explaining the Process on the Board

Students Appy the Concept to Life

Closing Thoughts

5 Realistic Tips

References

Chapter 10 — Secondary Social Studies in the Inclusive Classroom

Christopher P. O’Brien

Teaching That Works for Joshua

Scenario: Joshua

Inclusion and Content-Area Instruction in the Accountable Era

What do Adolescents with Learning Problems Struggle with in Social Studies?

What Are Effective Practices in the Social Studies for Engaging Students with Academic Difficulties and Showing Improvements in Learning?

Big Ideas and content Enhancement

More on Content Enhancements

A Note on Graphic Organizers

A Very Simple Content Enhancement: Guided Notes

Strategic Instruction

A Key to Learning Strategies for Social Studies

Reading Support in the Social Studies Classroom

How can Enhancements of Digital Media Help Resolve Old Problems in U.S, Schools?

Accessible Materials

UDL and Multimedia Instruction

Multimedia and Web-Based Resources for Teaching Social Studies

Online Concept Maps

History Resources

Audio Resources for Reading Materials

Closing Thoughts

5 Realistic Tips

References

Chapter 11 — Uncovering What Students Know

Lisa A. Dieker and Rebecca A. Hines

Grading versus Assessment: The ongoing debate

Formative: Daily Assessment

Informal Methods for Assessing Student Understanding

Summative Assessment

High-Stakes Testing

Grading

Schoolwide Considerations for Assessment

Classroomwide considerations: IEP as a living, breathing document

Typical Grading Practices

Combined Grading

Rubric Report Cards

Checklist Grading

Portfolios

Practical Tips for Strong Secondary Schools to Evaluate Their Practices

Closing Thoughts

5 Realistic Tips

References

Chapter 12 — Life Beyond School

Rebecca A. Hines and Lisa A. Dieker

The future of American Education?

Skills Essential for College

Self-Determination

Strategies That Promote Independence

Skills Necessary for Communication

Thinking Differently

Technology and Life Skills

References

Index

Editorial Reviews

This is not only a text, but a daily reference tool.

Terryl Swejk, State Support Team Region -9, Canton, Ohio

The scope of the text is large, in that it addresses both the “big picture” of education, and the details and methods one uses when teaching.

Michael P. O’Connor, Professor, Augusta State University, Augusta, Georgia

The overall focus is practical, classroom-friendly methods grounded in validated research. I think that this is very much in step with the field, and furthermore should serve as a valuable reference for students after they graduate and begin their teaching careers.

Frances M. Butler, Professor, Weber State University, Ogden, Utah

From the Publisher