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The Seventh Edition of Teaching Special Students in General Education Classrooms by Rena B. Lewis and Donald H. Doorlag is uncompromising in its dedication to prepare educators to effectively teach the range of students found in the typical elementary or secondary classroom. Using a case-based approach, the text provides information about four groups of students with special needs: students with disabilities, gifted and talented learners, culturally and linguistically diverse individuals, and students at risk for school failure. In addition, it demonstrates the vast resources we now have available through technology, and presents practical strategies for adapting standard instruction to meet the learning needs of all students in general education classrooms.
Technology Integration to Enhance Classroom Teaching and Learning
Practical Teaching Strategies and Opportunities for Application
|Ch. 1||Success for all students in the general education classroom||2|
|Ch. 2||Collaboration and the team approach||24|
|Ch. 3||Special students, special needs||56|
|Ch. 4||Adapting instruction||78|
|Ch. 5||Managing classroom behavior||106|
|Ch. 6||Promoting social acceptance||134|
|Ch. 7||Coordinating the classroom learning environment||156|
|Ch. 8||Teaching with classroom technologies||180|
|Ch. 9||Teaching students with learning disabilities and attention deficit hyperactivity disorders||204|
|Ch. 10||Teaching students with mild retardation and severe disabilities||234|
|Ch. 11||Teaching students with behavioral disorders||260|
|Ch. 12||Teaching students with communication disorders||280|
|Ch. 13||Teaching students with autism spectrum disorder||296|
|Ch. 14||Teaching students with physical and health impairments||310|
|Ch. 15||Teaching students with visual and hearing impairments||332|
|Ch. 16||Teaching students who are gifted and talented||356|
|Ch. 17||Teaching culturally and linguistically diverse students||378|
|Ch. 18||Teaching students at risk for school failure||394|
|Epilogue : inclusion today ... and tomorrow||416|
The sixth edition has been thoroughly updated with the addition of several new topics and expanded coverage of others. Included are discussions of important areas such as these:
The sixth edition reflects current research in the fields of special and general education (more than 150 new references have been added), and there is information on the newest technologies available for use with special students in general education classrooms. Several of the "Spotlight on Technology" sections now feature software and assistive devices recommended for students with special needs. In addition, the "Window on the Web" feature introduces readers to websites that offer valuable information about special education, general education, or the teaching-learning process.
In organizing this book, we have attempted to maintain a noncategorical approach to instruction while acknowledging the differential impact of student characteristics on school performance. To accomplish this, the first eight chapters of the book (and the Epilogue) address the needs of all special students and their teachers. The chapters dealing with instructional methods (chapters 9 to 17), in contrast, are tied to specific populations of students and the types of school problems they most often encounter. However, the instructional strategies discussed in these chapters are relevant for any student with the same difficulties. For example, because students with learning disabilities are characterized by the problems they experience with mastering basic skills, the chapter focusing on this group includes techniques for teaching reading, written language, and mathematics skills. These techniques can and should be used with other students facing similar skill acquisition problems.
The 17 chapters of this book are divided into four major sections. The first part, "Introduction," identifies the purposes of inclusion, provides a rationale for a team approach to the solution of educational problems, and describes the major instructional needs of special students.
The second part, "Skills for the General Education Teacher;" addresses the needs of the educator. Strategies are provided for achieving four basic instructional goals: adapting instruction, managing classroom behavior, promoting social acceptance, and coordinating the classroom learning environment. Also, information is provided on the effective use of computers and other technologies in the general education classroom.
In the third part, "Methods for Teaching Students with Disabilities in General Education," teaching strategies are suggested for a variety of different types of special students. These include students with learning disabilities, mild retardation, behavioral disorders, communication disorders, physical and health impairments, and visual and hearing impairments. This part also discusses interventions for individuals with four other types of disabilities: students with ADHD (chapter 9), severe disabilities (chapter 10), autism (chapter 12), and traumatic brain injuries (chapter 13).
The fourth part, "Methods for Teaching Students with Other Special Needs in General Education," recommends instructional techniques for three other groups of students: gifted and talented individuals, culturally and linguistically diverse students, and students at risk for school failure.
A brief Epilogue, "Inclusion Today . . . and Tomorrow," ends the book. It examines past mistakes, current practices, and some of the promising approaches that will give new direction to the inclusion of students with special needs in school and society.
Throughout this book are several types of special features. The "Inclusion Tips for the Teacher" sections answer some of the questions teachers most often ask about inclusion. "For Your Information" boxes highlight important facts, and "Spotlight on Technology" sections provide information about the use of new technologies with students with special needs. "Window on the Web" features describe sites on the World Wide Web of interest to teachers of students with special needs.
Special terms are highlighted in the text in bold print as they appear; each is defined in the glossary at the end of the book. Each chapter ends with "Things to Remember," a brief summary of the major points of the chapter. Also included at the end of each chapter are activities, which extend the information presented in the chapter by providing opportunities for school observations, interviews with practicing professionals, perusal of the special and general education literature, and exploration of the World Wide Web.
Although the chapters in this book are designed to be read in the order in which they appear, some instructors find other sequences more beneficial to their students. For example, some instructors prefer to proceed from Part I of the book directly to Parts III and IV, leaving the chapters on skills for teachers until after students have gained information on the special needs of various populations.
The sixth edition has an enhanced instructor support package, including a Companion Website (for both instructors and students), Study Guide (designed for student use), an Instructor's Manual, a computer-based test bank, and a video to accompany the text. The Study Guide, supplemental to the text, provides students with information and activities to extend their learning; it is organized by chapter and provides students with frequent opportunities to check their understanding of major concepts presented in the text. The Instructor's Manual, also organized by chapter, contains objectives, terminology, a detailed outline, objective test questions (also found in the computer-based test bank), and a set of questions appropriate for class discussions, essay assignments, and essay examinations. The computer-based test bank, available for Macintosh and Windows computers, includes a multitude of objective test questions (multiple choice, true-false, and completion). The video, entitled Regular Lives, illustrates examples or models for parents, teachers, employers, and others in the community interested in the obstacles of and the strategies and goals for mainstreaming and inclusion.
Posted June 1, 2010
No text was provided for this review.