Teaching Students with Special Needs in Inclusive Classrooms, Second Edition, works to both prepare and inspire future elementary and secondary teachers to instruct special education students in their mainstream classrooms. By providing strategies that increase their knowledge of proven practices, this text strives to make the best evidence-based practices accessible to future teachers in the context of real classrooms with a focus on what works. The authors' innovative ADAPT framework has been integrated throughout the text to help future teachers determine how, when, and with whom to use the proven academic and behavioral interventions to obtain the best outcomes. Their goal is to give future teachers confidence in their own abilities to meet students' needs and to make a positive difference in the educational lives all students in their classrooms.
|Edition description:||New Edition|
|Product dimensions:||8.40(w) x 10.80(h) x 0.90(d)|
About 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.
Table of Contents
Chapter 1: Inclusive Teaching as Responsive Education What is Inclusive Education? What is Special Education? What Are the Origins of Special Education? What Laws and Court Decisions Protect Students with Disabilities? What Is a Disability? What Are Some Reasons for Disabilities? What Are the Characteristics of Students with Disabilities?Chapter 2: Delivery of Appropriate Services to Students with Special Needs What Is the ADAPT Framework? What Are the Multi-tiered Systems of Support and Response to Intervention? What Is the Evaluation and Identification Process? Who Are the Members of the IEP Team? What Plans Guarantee Students with Disabilities an Appropriate Education? What Are Related Services and Who Are the Providers? How Are Students with Physical and Cognitive Needs Protected Under Section 504? How Are Students Identified and Served as Gifted and Talented? Who Are Students “At Risk” and How Do We Help Them Achieve Their Full Potential?Chapter 3: Developing Collaborative Partnerships in Schools and with Families What Are the Characteristics of Collaboration? What Are Critical Prerequisite Skills for Effective Collaboration? How Can Professionals Work Together Collaboratively? How Can Professionals Collaborate With Paraprofessionals? How Can Professionals Collaborate With Families? Chapter 4: Culturally and Linguistically Diverse Learners and Families How Can We Best Meet the Needs of Students in Our Culturally and Linguistically Diverse Classroom? How Do We Apply the Rt I Framework for Culturally and Linguistically Diverse Learners? What Constitutes Effective Multicultural Special Education Programs? What is Bilingual Special Education? What is Culturally Responsive Teaching in Special Education? How Can Professionals Collaborate With Families?Chapter 5: Understanding Learners with Special Needs: High-Incidence Disabilities or Conditions What Are the Categories for Students With Disabilities? How Are Disabilities Organized for Special Education? What Are the Attributes of Students with Learning Disabilities? What Are the Attributes of Students with Speech or Language Impairments? What Are the Attributes of Students with Attention Deficit/Hyperactivitiy Disorder (ADHD)? What Are the Attributes of Students with Intellectual and Developmental Disabilities? What Are the Attributes of Students with Emotional or Behavioral Disorders?Chapter 6: Understanding Learners with Special Needs: Autism and Low-Incidence Disabilities or Conditions What Are the Attributes of Students with Low-Incidence Disabilities? What Are the Attributes of Students with Autism Spectrum Disorders? What Are the Attributes of Students with Health Impairments or Special Health Care Needs? What Are the Attributes of Students with Multiple-Severe Disabilities? What Are the Attributes of Students with Developmental Delay? What Are the Attributes of Students with Physical Disabilities? What Are the Attributes of Students Who Are Deaf and Hard of Hearing? What Are the Attributes of Students with Visual Disabilities? What Are the Attributes of Students with Traumatic Brain Injury? What Are the Attributes of Students with Deaf-Blindness?Chapter 7: Designing and Delivering Differentiated Instruction What is Differentiated Instruction? What is the ADAPT Framework? What Are Effective Practices for Designing and Delivering Instruction? How Can Instructional Grouping Practices Promote Effective Instruction?Chapter 8: Promoting Access to the General Education Curriculum What is Universal Design for Learning? What Guidelines Should be Followed for Textbooks and Instructional Materials Used with Students Who Have Special Needs? What Are Assistive Technology Devices and Services for Promoting Access to the General Education Curriculum?Chapter 9: Assessment and Data-Based Decision Making Why Do We Assess Students? How Do We Assess Students with Special Needs? How Do We Adapt and Modify Assessments for Students with Special Needs?Chapter 10: Promoting Positive Behavior and Facilitating Social Skills What Practices Can Be Used to Foster Student Relationships and Communication? What Ways Can Be Used to Communicate Effectively with Students? What Are Effective Classroom Arrangement Policies? What Are the Goals of Misbehavior? How Can Problem Behaviors Be Assessed? What Instructional Strategies Are Available for Behavior Problems? How Can Safer Schools Be Promoted?Chapter 11: Teaching Reading What Issues Are Related to Reading Instruction? What Are the Five Components of Reading?Chapter 12: Teaching Writing Instructional Design Features that Promote Success Prewriting Stage of Writing Drafting Stage of Writing Revising Stage of Writing Editing Stage of Writing Publishing Stage of Writing How Can Teachers Provide Effective Instruction and Adaptations for Writing?Chapter 13: Teaching Mathematics What Are the Characteristics of Students With Mathematics Difficulties and Attributes of Effective Instruction? What Is Early Number Development and How Is It Taught? What Are Number Combinations and How Are They Taught? What Is Place Value and How Is It Taught? What is Whole-Number Computation and How Is It Taught? What Are Rational Numbers and How Are They Taught? What Is Algebra and How Is It Taught? What is Problem Solving and How Is It Taught?Chapter 14: Facilitating Content Area Instruction and Study Skills What Difficulties Do Students Demonstrate with Content-Area Instruction? How Can Teachers Teach Content-Area Vocabulary and Concepts? How Can Students Learn from Textbook Instruction? How Can Teachers Promote Student Participation? How Can Teachers Help Students with Difficulties in Study Skills? What Are Ways to Facilitate Memorization and Test Taking?