As more K-12 schools move toward inclusion, how can general and special educators work together to create warm, welcoming classrooms where all students learn and belong? Discover practical answers in this friendly, down-to-earth teacher's guide. Filled with ready-to-use teaching tips, insights from inclusive educators, and examples that relate directly to everyday classroom experiences, this book will help general and special educators collaborate effectively and build a great "toolbox" of strategies to support all learners within inclusive classrooms. With this highly motivating guidebook close at hand, new and seasoned educators will create engaging, exciting, and joyful inclusive classrooms that support social and academic success for all.
STRATEGIES THAT HELP TEACHERS:
- ensure that all students have access to the general education curriculum in the least restrictive environment
- presume competence and recognize every studentâ€™s unique strengths
- meet students' individual learning needs with differentiated lessons and innovative academic supports
- team up and collaborate with other educators and professionals to make the most of everyone's expertise
- distinguish an IEP from a 504 plan, and develop and implement both appropriately
- support students who have behavior challenges with a classroom-wide positive behavior support system
- promote academic and social inclusion in the classroom and in recreational spaces, from the playground to the lunchroom
- supervise the important work of paraprofessionals
- avoid burnout with self-care strategies and stress-busters
PRACTICAL RESOURCES: Planning tools and checklists to help you identify student strengths, develop IEPs, plan lessons, strengthen co-teaching, choose modifications and accommodations, and more.
|Product dimensions:||6.90(w) x 9.90(h) x 0.50(d)|
About the Author
Julie Causton, Ph.D., is an expert in creating and maintaining inclusive schools. She is an associate professor in the Inclusive Special Education Program at Syracuse University. She teaches courses on inclusion, differentiation, special education law and collaboration. Her published works have appeared in such journals as Exceptional Children, TEACHING Exceptional Children, Journal of Research in Childhood Education, International Journal of Inclusive Education, Behavioral Disorders, Studies in Art Education, and Equity and Excellence in Education. Julie also works with schools and districts directly to help to create truly inclusive schools.
Chelsea Tracy-Bronson, M.A., is a former elementary educator who has focused her career on bringing inclusive opportunities to all. She is an Assistant Professor in the Special Education Program at Stockton University. She has a master's degree from Teacher's College at Columbia University and is in the Special Education doctorate program at Syracuse University. She works with districts and schools to redesign services to create inclusive special education and related service provision. Her research and professional interests include curriculum design that allows access for all, differentiating instruction, educational technology, supporting students with significant disabilities in inclusive classrooms, and inclusive related service provision.
Cheryl M. Jorgensen, Ph.D., is an inclusive education consultant in private practice after being a project director with the Institute on Disability at the University of New Hampshire (UNH) and an assistant research professor in UNH's Education Department from 1985 to 2011. She is a co-founder of the National Center on Inclusive Education. Jorgensen has authored several books (including The Inclusion Facilitatorâ€™s Guide and The Beyond Access Model) and research articles; presents at state, national, and international conferences; and provides student-specific consultation throughout the United States.
Table of Contents
About the Authors
Foreword (Cheryl M. Jorgensen)
- The General and Special Educator
- Inclusive Education
- Special Education
- Rethinking Students: Presuming Competence
- Collaborating with Others: Working within a Team
- Providing Academic Supports
- Providing Behavioral Supports
- Providing Social Supports: Standing Back
- Supporting and Supervising Paraprofessionals
- Supporting You, Supporting Them: Caring for Yourself