Teaching Students With Special Needs in Inclusive Classrooms / Edition 1

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Overview

Learn how to ADAPT to the needs of all your students!

Using the research-validated A-D-A-P-T model as a mnemonic, problem-solving approach, and an instructional guide, this new text clearly promotes the thoughtful practices and adaptations that have been proven as the most effective means to teach hard-to-reach students.

Features designed to help you teach all your students:

  • Opening Challenge. Each chapter begins with a case study illustrating a teaching challenge, which is then revisited throughout the chapter, to demonstrate how theory applies to real situations.
  • ADAPT in Action . Integrated directly within the text discussion, this illustrative feature applies the ADAPT Framework to the student and teacher introduced in the Opening Challenge scenarios. In this feature, the teacher “thinks out loud” using the ADAPT Framework, allowing readers to follow the problem-solving steps as they are applied by the teacher.
  • ADAPT Framework. This feature provides a helpful summary chart that applies the ADAPT model to practical, oft-encountered teaching and learning topics. For ease of reference, the ADAPT Framework is also included on the bookmark attached to the back cover.
  • Making a Difference. A collection of first-person essays written by classroom teachers, special educators, and parents, these offer realistic insights and positive experiences about the impact of inclusive settings on the success of students with disabilities and other special learning needs, and their families.
  • Working Together. Provides practical advice for how an idea or concept can be taught using a collaborative approach involving other school professionals and/or family members.
  • What Works. Presents key research-to-practice findings or interesting, classroom-based statistics that are relevant to topics within each chapter.
  • Considering Diversity . Highlights a specific idea from a cultural or linguistic perspective, displaying ways to consider factors of diversity as they relate to academic instruction and management.
  • Tech Notes. This feature provides readers with information about assistive and instructional technologies that can be employed with students that have learning and behavior problems. Examples from classrooms are used to show practical applications.
  • CEC, INTASC, and Praxis II Standards. INTASC Core Principles, CEC Knowledge and Skill Core Standards, and Praxis II Core Content Knowledge standards are correlated to each chapter in end-of-chapter charts to relate concepts presented in the text to professional standards.
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Editorial Reviews

From the Publisher

From Students:

“Teaching Students with Special Needs in Inclusive Classrooms sets you up for success. It reads like a book rather than a text book. The information flows from page to page. It kept my attention longer than my current textbook.”

Jordan Seitz, Northern Michigan University

“I truly felt that the ADAPT in Action and ADAPT Framework features was helpful. ADAPT enabled me to picture what was described in the scenarios so that I personally felt faced with the challenge. I will hold onto this book because I feel it holds a lot of information that will be useful to me as a future teacher. I can see myself looking back through the book to find strategies.”

Jessa Dawn Maraccini, Northern Michigan University

From Professors:

"Excellent. I wish I had written it."

Joyce Anderson Downing, PhD, University of Central Missouri

"Excellent! Can't think of anything the authors have left to chance."

Michael T. McIntyre, University of Tennessee Chattanooga

"Outstanding, concise coverage of a huge topic. I like the classroom scenarios and the problem/solution format."

Dr. Alice Pollingue, Augusta State University

"The content, style and organization are excellent."

Mary Sanders, Angelo State University

"Very thorough and research based!!"

Becky Miller, University of the Pacific

"This text is well written, organized in a logical sequence, and provides a good overview of issues. I also like the ADAPT approach."

Joy Kutaka-Kennedy, National University

"The APAPT feature will help my students."

Dr. Carl L. Lawson, Sr., Chicago State University

"The ADAPT feature offers a consistent strategy, it's very good. It seems quite different from many of the other intro books. It has more information, more research info and more practical information combined."

Kathy McMahon Klosterman, Miami University

“ADAPT builds an excellent foundation.”

Jenice Demes, University of Texas - San Antonio

“The overall organization of the chapters was great and I loved the weaving of the ADAPT framework throughout.”

Bruce Saddler, SUNY Albany

“I love the way the opening challenge is carefully interwoven throughout the chapter. This approach helps make the information realistic and understandable for beginning teachers.”

Genevieve Hay, College of Charleston

“This text is better than most that I have seen because it is so practical.”

Dan Fennerty, Central Washington University

"This book provides specific strategies for assessment that can be used by classroom teachers. [It also] provides specific strategies for reading aspects based on latest research."

Elaine Fine, Montclair State University

"The ADAPT model concept is presented in an understandable and adaptable format so that teachers can easily implement it into their classroom management plan. It will help all the children in the classroom as well as those who do need redirection of behaviors."

Kay C. Reeves, Ed.D, The University of Memphis

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Product Details

  • ISBN-13: 9780205430925
  • Publisher: Pearson
  • Publication date: 8/20/2007
  • Series: Pearson Custom Education Series
  • Edition description: New Edition
  • Edition number: 1
  • Pages: 592
  • Product dimensions: 8.26 (w) x 11.01 (h) x 0.94 (d)

Meet the Author

Diane Pedrotty Bryant is a professor in the Learning Disabilities/Behavior Disorders program in the Department of Special Education at The University of Texas at Austin. She is currently the principal investigator of the Three-Tier Early Mathematics Assessment and Intervention project with the Vaughn Gross Center for Reading and Language Arts, also at the University of Texas at Austin. She is the author/co-author of numerous articles, books, test, and professional development products that focus on learning disabilities, assistive technology, behavior managmeent, reading, and assessment. Her research interests include validating interventions in reading and mathematics for students with early learning difficulties and learning disabilities.

Deborah Deutsch Smith (Ed.D. University of Washington) is a professor of Special Education at the School of Educational Studies (SES) at Claremont Graduate University (CGU). She currently is co-principal investigator of the IRIS Center for Faculty Enhancement funded by the U.S. Department of Education’s Office of Special Education Programs (OSEP) http://iris.peabody.vanderbilt.edu. The national center is charged with developing course enhancement materials for the non-special education faculty who are preparing the next generation of school personnel who work in inclusive school settings. She also directs IRIS-West, which housed at CGU, and is the national outreach component of The IRIS Center.

Brian R. Bryant, Ph.D. has served as Director of Research for PRO-ED, Inc. for 10 years and has since served as the Director of the Office for Students with Disabilities at Florida Atlantic University, as Project Director of the Texas Assistive Technology Partnership (Texas' Tech Act project), and as a private consultant. For 12 years, Brian has had an adjunct faculty Lecturer appointment in the Department of Special Education at The University of Texas at Austin. For the past 5 years, he has also had an appointment as a Research Fellow with the Vaughn Gross Center for reading and Language Arts, also at The University of Texas at Austin. Brian is the author/co-author of dozens of psycho-educational tests, articles, books, chapters in books, professional development materials, and other products dealing with remedial education, learning disabilities, mental retardation, assessment, and assistive technology. His primary research interests are in assessment and instruction in learning disabilities (especially reading and mathematics) and mental retardation (especially support provisions), and the exploration of assistive technology applications for children and adults with a variety of disabilities.

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Table of Contents

Preface

Chapter 1 Inclusive Teaching as Responsive Education

Chapter Objectives

Opening Challenge: Ms. Smith Goes to School

What Is a Disability?

The Deficit Perspective on Disabilities

The Cultural Perspective on Disabilities

The Social Perspective on Disabilities

Disability as a Minority

What Are Some Reasons for Disabilities?

Biological Causes of Disability

Environmental Causes of Disability

Who Are Student’s with Disabilities?

What Are the Origins of Special Education?

Inconsistent Opportunities

Court Cases: A Backdrop for National Legislation

What Laws and Court Decisions Protect Students with Disabilities?

Section 504

Americans with Disabilities Act (ADA)

Court Decisions Defining IDEA

No Child Left Behind Act (NCLB)

Assistive Technology Act of 2004 (ATA)

What Is Special Education?

Free Appropriate Public Education (FAPE)

Least Restrictive Environment (LRE)

Systematic Identification Procedures

Individualized Education Programs

Family Involvement

Related Services

Access to the General Education Curriculum

Evidenced-Based Practices

Frequent Monitoring of Progress

What Is Inclusive Education?

Origins of Inclusion

Inclusive Education Practices

The Inclusion Debate

Summary

Self-Test Questions

Revisiting the Opening Challenge

Professional Standards and Licensure

MyLabSchool Sample Activities

Chapter 2 Understanding Learners with Special Needs: High Incidence Disabilities or Conditions

Chapter Objectives

Opening Challenge: Miss Clarkson’s Sorting Them Out

Who Are Students with Special Needs?

Who Are Students with Disabilities?

How Are Disabilities Organized for Special Education?

Special Education Categories

Severity of Disability

Prevalence

Who Are Students with Learning Disabilities?

Definition

Types

Characteristics

Prevalence

Who Are Students with Speech or Language Impairments?

Definition

Types

Characteristics

Prevalence

Who Are Students with Attention Deficit Hyperactivity Disorder (ADHD)?

Definition

Types

Characteristics

Prevalence

Who Are Students with Mental Retardation?

Definition

Types

Characteristics

Prevalence

Summary

Self-Test Questions

Revisit the Opening Challenge

Professional Standards and Licensure

MyLabSchool Sample Activities

Chapter 3 Understanding Learners with Special Needs: Low Incidence Disabilities or Conditions

Chapter Objectives

Opening Challenge: Ms. Simpkin’s New Student

Who Are Students with Low Incidence Conditions

Definition

Types

Characteristics

Prevalence

Who Are Students with Autism Spectrum Disorders?

Definition

Types

Characteristics

Prevalence

Who Are Students with Multiple-Severe Disabilities?

Definition

Types

Characteristics

Prevalence

Who Are Students with Developmental Delay?

Definition

Types

Characteristics

Prevalence

Who Are Students with Physical Disabilities?

Definition

Types

Characteristics

Prevalence

Who Are Students Who Are Deaf and Hard of Hearing?

Definition

Types

Characteristics

Prevalence

Who Are Students with Visual Disabilities?

Definition

Types

Characteristics

Prevalence

Who Are Students with Traumatic Brain Injury?

Definition

Types

Characteristics

Prevalence

Who Are Students with Deafblindness?

Definition

Types

Characteristics

Prevalence

Summary

Self-Test Questions

Revisit the Opening Challenge

Professional Standards and Licensure

MyLabSchool Sample Activities

Chapter 4 Other Students with Special Learning Needs

Chapter Objectives

Opening Challenge: Helping Students with Other Special Learning Needs Access the Curriculum

What Is Section 504, Who Are the Students Protected by It, and What Educational Services Are They Entitled To?

Qualifying for Services under Section 504

Providing Educational Services under Section 504

How Can We Meet the Needs of All Students in a Culturally and Linguistically Diverse Classroom?

Definition

Multicultural Education

Bilingual Education

Culturally and Linguistically Diverse Students and Special Education

Bilingual and Multicultural Special Education

Effective Bilingual Special Education Programs

Who Are Students At Risk?

Definition

Some Conditions that Contribute to Risk

Prevention

Who Are Students with Gifts and Talents?

Definition of Giftedness

Types of Gifts and Talents

Characteristics of Giftedness

Prevalence of Giftedness

Culturally and Linguistically Diverse Gifted Students

Gifted Students with Disabilities

Gifted Females

Teaching Students Who Are Gifted and Talented

Summary

Self-Test Questions

Revisit the Opening Challenge

Professional Standards and Licensure

MyLabSchool Sample Activities

Chapter 5 Delivery of Special Services Through Individualized Plans

Chapter Objectives

Opening Challenge: Mr. Hernandez Wonders How all These Special Education Services Can Come Together

How Is Responsive General Education the Foundation for Special Education?

Evidence Based Instruction

Differentiating Instruction

What Components of Special Education Must Be in Place to Meet the Needs of Students with Disabilities?

Highly Qualified Special Educators

Related Services and Providers

What Is the IEP Process?

Step 1: Pre-referral

Step 2: Referral

Step 3: Identification

Step 4: Eligibility

Step 5: Development of the IEP

Step 6: Implementation of the IEP

Step 7: Evaluation and Reviews

Who Are Members of the IEP Team?

Roles of Education Professionals

Roles of Families

Roles of Students

What Tools Guarantee Students with Disabilities and Appropriate Education?

Individualized Family Service Plans (IFSPs)

Individualized Educational Programs (IEPs)

Transition Componsnets of IEPs

Behavior Intervention Plans

When and How Are Existing Individualized Plans Evaluated?

Monitoring Progress

Change in Services or Supports

What Does IDEA ’04 Require During the IEP Process?

Summary

Self-Test Questions

Revisit the Opening Challenge

Professional Standards and Licensure

MyLabSchool Sample Activities

Chapter 6 Differentiating Instruction to Promote Access to the Curriculum

Chapter Objectives

Opening Challenge: Planning and Delivering Instruction

How Do We Differentiate Instruction?

Universal Design

Multicultural and Linguistic Considerations

What Instructional Practices Help Students Access and Master the Curriculum?

Planning for Instruction

Delivering Instruction

What Are Effective Instructional Groupings Practices?

Grouping Structures

Peer Tutoring

Cooperative Learning

How Can Instructional Materials be Adapted?

Textbooks

Instructional Materials

What Are Effective Homework Practices?

Homework Practices

Guidelines for Homework Practices

How Can Assistive Technology Help Students Access the Curriculum?

Assistive Technology Devices

AT Integration

Summary

Self-Test Questions

Revisit the Opening Challenge

Professional Standards and Licensure

MyLabSchool Sample Activities

Chapter 7 Assessing Students with Special Needs

Chapter Objectives

Opening Challenge: Determining What Students Know

Why Do We Assess Students with Special Needs?

Purposes of Assessment

Legislation Protection Related to Assessment

How Do We Assess Students with Special Needs?

Standardized Versus Nonstandardized Procedures

Screening Procedures

Observations

Rating Scales and Checklists

Work Samples

School Records

Portfolio Assessments

Performance Assessments

Behavioral Assessments

Progress-Monitoring Assessments

How Do We Adapt and Modify Assessments for Students with Special Needs?

Universal Design

Adaptation Categories

Adaptations for High Stakes Testing

Adaptations for Grading

Alternative Assessments

Summary

Self-Test Questions

Revisit the Opening Challenge

Professional Standards and Licensure

MyLabSchool Sample Activities

Chapter 8 Developing Collaborative Partnerships

Chapter Objectives

Opening Challenge: Promoting Collaborative Partnerships To Meet the Needs of All Students

What Are the Characteristics of Collaboration?

What Are Critical Prerequisite Skills for Effective Collaboration?

Communication Skills

Conflict Resolution Skills

Multicultural and Linguistic Diversity Considerations

How Can Professionals Work Together Collaboratively?

The Need for Collaborative Partnerships with Professionals

Models of Collaborative Partnerships with Professionals

Collaboration Considerations for English Language Learners

How Can Professionals Collaborate with Paraprofessionals?

The Need for Collaborative Partnerships with Paraprofessionals

The Development of Collaborative Partnerships with Paraprofessionals

How Can Professionals Collaborate with Families?

The Need for Collaborative Partnerships with Families

The Development of Collaborative Partnerships with Families

Summary

Self-Test Questions

Revisit the Opening Challenge

Professional Standards and Licensure

MyLabSchool Sample Activities

Chapter 9 Promoting Positive Behavior and Facilitating Social Skills

Chapter Objectives

Opening Challenge: Ms. Martinez is Puzzled About Behavior and Social Problems

What Practices Can I Use to Foster Positive Relationships with My Students?

Get to Know Your Students

Use Motivational Practices

Be Responsive to Cultural Differences

Conduct Student Meetings

How Can I Communicate Effectively with Students?

Communicate Clear and Consistent Messages

Explain the Rules and Consequences

Explain the Daily Schedule

Provide Good Directions

Describe Transition Procedures

Use Specific Praise Judiciously

What Are Effective Classroom Arrangement Practices?

Physical Arrangements

Traffic Patterns

Seating Arrangements

With-It-Ness

Classroom Observation

What Are the Goal of Misbehavior?

What Interventions Are Available for Less Serious Behavior Problems?

Planned Ignoring

Redirect Inappropriate Behavior

Contingent Observation

Criterion-Specific Rewards

Contracting

Interdependent Group Contingencies

Self-Regulation

What Interventions Are Available for More Serious Behavior Problems?

Timeout and Seclusion Timeout

In-School Supervision

How Can I Identify and Assess Problem Behaviors?

Behavior Identification

Observational Techniques

What Are the Components of Positive Behavioral Supports?

Functional Behavioral Assessment

Behavioral Intervention Plan

What Is Social Competence?

Curriculum

Social Interactions

What Interventions Can Be Used to Teach Social Skills?

Role Playing

Coaching

Problem Solving and Decision Making

How Can I Assess Social Skills?

Sociometric Survey

Sociogram

How Can We Promote Safer Schools?

Guidelines for Safer Schools

Bullying

Summary

Self-Test Questions

Revisit the Opening Challenge

Professional Standards and Licensure

MyLabSchool Sample Activities

Chapter 10 Teaching Reading

Opening Challenge: Ensuring Appropriate Reading Instruction

Who Are Students with Reading Difficulties?

Factors Contributing to Reading Difficulties

Dyslexia

What Is Phonological Awareness and How Do I Teach It?

Types of Phonological Awareness

Difficulties with Phonological Awareness

Teaching Phonological Awareness

What Is Word Identification and How Do I Teach It?

Difficulties with Sight Word Recognition

Teaching Sight Word Recognition

Difficulties with Phonic Analysis

Teaching Phonic Analysis

Difficulties with Structural Analysis

Teaching Structural Analysis

Syllable Types and Patterns

Difficulties with Multisyllabic Word Recognition

Teaching Multisyllabic Word Recognition

What Is Reading Fluency and How Do I Teach It?

Difficulties with Fluency

Assessing Fluency

Teaching Fluency

What Is Reading Vocabulary and How Do I Teach It?

Types of Vocabularies

Difficulties with Vocabulary

Teaching Vocabulary

What Is Reading Comprehension and How Do I Teach It?

Types of Comprehension

Types of Text

Types of Comprehension Questions

Difficulties with Reading Comprehension

Reading Comprehension Strategy Instruction

Teaching Reading Comprehension

Summary

Self-Test Questions

Revisit the Opening Challenge

Professional Standards and Licensure

MyLabSchool Sample Activities

Chapter 11 Teaching Writing

Chapter Objectives

Opening Challenge: Ensuring Appropriate Writing Instruction

Who Are Students with Writing Difficulties?

Writing Difficulties

Dysgraphia

What Is the Prewriting Stage and How Do I Teach It?

Difficulties with Prewriting

Teaching Prewriting

What Is the Drafting Stage and How Do I Teach It?

Difficulties with Drafting

Teaching Drafting

What Is the Revising Stage and How Do I Teach It?

Difficulties with Revising

Teaching Revising

What Is the Editing Stage and How Do I Teach It?

Difficulties with Editing

Teaching Editing

What Is the Publishing Stage and How Do I Teach It?

Publications That Publish Student Writing, Poetry, and Art

Difficulties with Publishing

Teaching Publishing

Summary

Self-Test Questions

Revisit the Opening Challenge

Professional Standards and Liscensure

MyLabSchool Sample Activities

Chapter 12 Teaching Mathematics

Opening Challenge: Helping Struggling Students Access the Mathematics Curriculum

Who Are Students with Mathematics Difficulties?

Mathematics Difficulties

Factors Contributing to Mathematics Difficulties

Dyscalculia

Who Are Mathematically Gifted and Talented Students?

Learning Characteristics

Differentiating Instruction

What Is Early Number Development and How Dow I Teach It?

Difficulties with Early Number Development

Teaching Early Number Development

What Are Arithmetic Combination and How Do I Teach Them?

Difficulties with Arithmetic Combinations

Teaching Arithmetic Combinations

What Is Place Value and How Do I Teach It?

Difficulties with Place Value

Teaching Place Value

Difficulties with Whole-Number Computation

Teaching Whole-Number Computation

What Are Fractions, Decimals, and percents and How Do I Teach Them?

Difficulties with Fractions, Decimals, and Percents

Teaching Fractions, Decimals, and Percents

What Is Algebra and How Do I Teach It?

Difficulties with Algebra

Teaching Algebraic Reasoning

What is Problem Solving and How Do I Teach It?

Types of Word Problems

Difficulties with Problem Solving

Teaching Problem Solving

Summary

Self-Test Questions

Revisit the Opening Challenge

Professional Standards and Licensure

MyLabSchool Sample Activities

Chapter 13 Facilitating Content-Area Instruction and Study Skills

Chapter Objectives

Opening Challenge: Facilitating Content-Area Instruction and Study Skills

How Can I Teach Content-Area Vocabulary and Concepts?

Technical Vocabulary and Concepts

How Can Students Monitor Their Reading Comprehension?

Facilitating Students’ Monitoring of Their Reading Comprehension

Facilitating Student Learning from Textbooks

How Can I Facilitate Student Participation?

Facilitating Class Discussions to Engage Students

Using Anchored Instruction to Facilitate Participation

What Difficulties Do Students Demonstrate with Study Skills?

How Can Students Learn Time Management Skills?

Promoting Time Management Skills

Facilitating Listening and Notetaking

What Are Ways to Facilitate Memorization and Test Taking?

Facilitating Memorization and Test Taking

Summmary

Self-Test Questions

Revisit the Opening Challenge

Professional Standards and Licensure

MyLab School Sample Activities

Glossary

References

Name Index

Subject Index

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