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Strategies for Teaching Students with Disabilities in Inclusive Classrooms: A Case Method Approach / Edition 1

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Overview

Combining the best of concept and application, Strategies for Teaching Students in Inclusive Classrooms: A Case Method Approach covers teaching methods and cases from inclusive education settings. Offering an innovative chapter sequence, it pairs concept chapters with case chapters to ensure readers understand core material and can apply it to real situations.

Learn about special education law and inclusion, teaching in the inclusive classroom, effective use of behavior management in inclusive classrooms and effective techniques for teaching basic skills such as reading, writing, and mathematics. See how strategies work in real classrooms through the text’s clinical and narrative case studies that illustrate core concepts in action.

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Product Details

  • ISBN-13: 9780131837775
  • Publisher: Pearson
  • Publication date: 8/4/2011
  • Edition description: New Edition
  • Edition number: 1
  • Pages: 192
  • Sales rank: 778,555
  • Product dimensions: 7.20 (w) x 8.90 (h) x 0.60 (d)

Meet the Author

Joseph R. Boyle is a former elementary special education teacher. In his special education classroom and other settings he taught students with mild to moderate disabilities. As a special education teacher, he has collaborated and co-taught with general education teachers and other school professionals. He received his PhD in special education from the University of Kansas. Through research at various universities, he has developed a number of classroom interventions for students with mild disabilities in the areas of reading, writing, and note taking. Boyle is currently an associate professor of special education at the Graduate School of Education at Rutgers, The State University of New Jersey. He currently teaches courses for university students in undergraduate and doctoral programs, as well as online and in other web-based formats. Boyle has coauthored three special education casebooks, a special education textbook titled Methods and Strategies for Teaching Students with Mild Disabilities, and numerous journal articles. Over the past several years, he has been involved with the Virginia Council for Learning Disabilities, as well as most recently with the national organization, Council for Learning Disabilities (CLD), serving as vice president, president, and past-president from 2005 to 2009.

Mary C. Provost is an Assistant Professor of special education and the Director of the Center of Excellence for the Advancement of New Literacies in Middle Grades at the College of Charleston. She received her BAE in specific learning disabilities, her MEd. in varying exceptionalities – multi-categorical programs, and her Ed.D. in severe disabilities from Florida Atlantic University. At the College of Charleston, Dr. Provost specializes in literacy instruction for students with disabilities, language disorders, and characteristics and procedures for working with students with intellectual disabilities. Before moving into higher education, Dr. Provost taught students with varying exceptionalities in self-contained, hospital homebound, resource, and inclusive settings. Prior to teaching in public K-12 schools, she worked for more than fourteen years in residential programs serving individuals with mental illness and/or intellectual disabilities. Dr. Provost’s current research interests involve increasing literacy performance of students with and without disabilities and inclusive practices in public K-12 schools.

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Table of Contents

Chapter 1 – Using Cases in Special Education and Inclusion Courses

What Are Cases?

Case Questions

Background on Case Method Teaching

Case Method Teaching

Using Problem-Solving with Cases

Problem-Solving with Our Example Case: Coco Havlin

Support for Case Method Teaching

Using Cases in Courses

Chapter 2 – Special Education Law and Inclusion

Individuals with Disabilities Education Act (IDEA) 2004

Eligibility

Child Find and Zero Reject

Evaluation, Classification and Placement

Appropriate Education and the IEP

The Least Restrictive Environment

Parent Participation

Due Process

Confidentiality and Privacy

Using the IEP in the Inclusive Classroom

Purpose of an IEP

Content of the IEP

Writing Measurable Goals, Objectives, or Benchmarks for an IEP

Using the IEP in the Inclusive Classroom

Chapter 3 – Cases About Special Education Law and Students with Disabilities in Inclusive Classrooms

Case 1: Is This the Least Restrictive Environment?

Case 2: “Oh, no: Another due process hearing!”

Case 3: Why Won’t All Teachers Cooperate?

Case 4: Medical Procedures: A Liability Issue

Case 5: Does Mom Have a Case?

Chapter 4 – Teaching in the Inclusive Classroom

Inclusion and Collaboration

Professional Collaboration

Co-Teaching and Co-Planning Skills

Models of Co-Teaching

Monitoring Student Progress

Chapter Summary

Chapter 5 –Cases About Collaboration and Co-Teaching in Inclusive Classrooms

Case 1: To Build a Better Mousetrap

Case 2: Her Reputation Precedes Her

Case 3: Letting Go!

Case 4: Inclusion Gone Wrong

Case 5: A Clash with the Titan

Chapter 6 – Effective Use of Behavior Management in Inclusive Classrooms

Classroom and Behavior Management

Classroom Management in Inclusive Classrooms

Behavior Management in Inclusive Classrooms

Functional Behavior Analysis and Behavior Intervention Plans

Supporting Behavior

Schoolwide Positive Behavior Supports (SWPBS)

Focusing Together

Other Systems and Procedures

Conclusion

Chapter 7 – Cases About Behavior Management in Inclusive Classrooms

Case 1: Dumb as a Doornail!

Case 2: It Doesn’t Add Up

Case 3: The Girl Who Couldn’t Stop Talking

Case 4: Math is No Joke!

Case 5: Lui Learns History the Hard Way

Chapter 8 – Effective Techniques for Teaching Basic Skills: Reading and Written Language

Reading Instruction in “Typical” Inclusion Classrooms

Reading Instruction in High School

Research-Based Techniques for Teaching Reading

Phonological Awareness and Word Identification Strategies

STOP–Phonological Awareness Strategy

Word Identification Strategy

Research Evidence

Fluency

Repeated Readings

Research Evidence

Vocabulary

LINCS Vocabulary Strategy

Research Evidence

Text Comprehension Instruction

Paraphrasing Strategy

Research Evidence

Summary

Writing

Handwriting

Spelling

Composing

Research-Based Techniques for Teaching Writing

Handwriting

Study Techniques for Spelling

Summary

Chapter Summary

Chapter 9 –Cases About Teaching Reading Skills in Inclusive Classrooms

Case 1: Fixing the Fluency of Frankie

Case 2: Trina Needs Help!

Case 3: Keeping Ruby Current

Case 4: Smack You Upside Your Head!

Case 5: Jumpin’ Judy

Chapter 10Cases About Teaching Written Language Skills in Inclusive Classrooms

Case 1: Who Should Take the Lead in Strategy Instruction?

Case 2: Cursive Handwriting: The Nightmare

Case 3: Spelling the Fernald Way

Case 4: Assistive Technology: Is It the Answer?

Case 5: To Scribe or Not Scribe, That Is the Question

Chapter 11 – Effective Techniques for Teaching Math

Changing Standards

Students with Disabilities

Meeting the Instructional Needs of All Students in Mathematics Lesson Planning to Differentiate Instruction

Metacognitive Strategies and Instructional Routines

Instructional Strategies and Techniques for Students with Disabilities

Progress Monitoring and Assessment

Summary and Discussion

Chapter 12 – Cases About Teaching Math Skills in Inclusive Classrooms

Case 1: Not a Sweet Deal

Case 2: Let’s Talk Math Skills

Case 3: Two Wells Make a Dam

Case 4: Too Much Dividing At Once

Case 5: No Time for Time

Chapter 13 – Effective Techniques for Teaching in the Content Areas

Problems in the Content Areas

Strategies and Techniques for Content AreaInstruction

Course Organizer

Unit Organizer

Make Sense Strategies

Supporting Reading and Writing in Content Area Instruction

Strategies and Techniques for Science Instruction

Mnemonic Instruction

Effective Techniques for Science Text Comprehension

Strategies and Techniques for Social Studies Instruction

Content Enhancement Routines

Levels of Learning and Associated Instructional Techniques

Conclusion

Chapter 14 – Cases About Teaching Content and Study Skills in Inclusive Classrooms

Case 1: Inclusion and Behavior Issues in a Content Area Classroom

Case 2: Inclusion and Instruction in the Content Areas

Case 3: Cooperative Learning– Is It “Right” for All Students with Disabilities?

Case 4: Study Skills–Who Needs Them?

Case 5: Are You Ready to Teach Biology?

Index

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