Teaching Students With Special Needs in Inclusive Classrooms 1st Edition, (Ebook PDF)
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Production Editor: Olivia Weber-Stenis
Copy Editor: Tina Hardy
Typesetter: C&M Digitals (P) Ltd.
Proofreader: Scott Oney
Indexer: Molly Hall
Cover and Interior Designer: Scott Van Atta
Marketing Manager: Ashlee Blunk
Brief Contents
1. Preface
2 About the Authors
3. PART I: Foundations of Inclusive Education
1. Chapter 1. Inclusive Teaching as Responsive Education
2. Chapter 2. Understanding Learners With Special Needs: High-Incidence
Disabilities or Conditions
3 Chapter 3 Understanding Learners With Special Needs: Low-Incidence
Disabilities or Conditions
4. Chapter 4. Other Students With Special Learning Needs
4. PART II: Planning for Exceptional Learners
1. Chapter 5. Developing Collaborative Partnerships in Schools and With Families
2. Chapter 6. Delivery of Appropriate Services to Students With Special Needs
3 Chapter 7 Promoting Access to the Curriculum
4. Chapter 8. Assessment and Data-Based Decision Making
5. PART III: Adaptations to Meet Individual Learner Needs
1 Chapter 9 Promoting Positive Behavior and Facilitating Social Skills
2. Chapter 10. Teaching Literacy
3 Chapter 11 Teaching Mathematics
4. Chapter 12. Facilitating Content-Area Instruction and Study Skills
6. Appendix: Professional Standards and Licensure and Common Core State Standards
7. Glossary
8. References
9 Index
Detailed Contents
Preface
About the Authors
PART I: Foundations of Inclusive Education
Chapter 1. Inclusive Teaching as Responsive Education
What Is the Adapt Framework and How Do I Use It?
What Is a Disability?
The Deficit Perspective on Disabilities
The Cultural Perspective on Disabilities
The Sociological Perspective on Disabilities
People With Disabilities as Members of a Minority Group
What Are Some Reasons for Disabilities?
Biological Causes of Disability
Environmental Causes of Disability
What Are the Characteristics of Students 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)
Individuals With Disabilities Education Act (IDEA)
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 (IEPs)
Family Involvement
Related Services
Access to the General Education Curriculum
Evidence-Based Practices
Frequent Monitoring of Progress
What Is Inclusive Education?
Origins of Inclusion
Inclusive Education Practices
The Inclusion Debate
Chapter 2 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?
Special Education Categories
Severity of Disability
Prevalence of Disability
What Are the Attributes of Students With Learning Disabilities?
Definition Types
Characteristics
Prevalence
What Are the Attributes of Students With Speech or Language Impairments?
Definition Types
Characteristics
Prevalence
What Are the Attributes of Students With Attention Deficit/Hyperactivity Disorder (ADHD)?
Definition
Types
Characteristics
Prevalence
What Are the Attributes of Students With Intellectual and Developmental Disabilities?
Definition
Types
Characteristics
Prevalence
What Are the Attributes of Students With Emotional or Behavioral Disorders?
Definition
Types
Characteristics
Prevalence
Chapter 3. Understanding Learners With Special Needs: Low-Incidence Disabilities or Conditions
What Are the Attributes of Students With Low-Incidence Disabilities? What Are the Attributes of Students With Health Impairments or Special Health Care Needs?
Definition Types
Characteristics
Prevalence
What Are the Attributes of Students With Autism Spectrum Disorders? Definition
Types
Characteristics
Prevalence
What Are the Attributes of Students With Multiple-Severe Disabilities? Definition Types
Characteristics
Prevalence
What Are the Attributes of Students With Developmental Delay? Definition Types
Characteristics
Prevalence
What Are the Attributes of Students With Physical Disabilities? Definition Types
Characteristics
Prevalence
What Are the Attributes of Students Who Are Deaf and Hard of Hearing?
Definition Types
Characteristics
Prevalence
What Are the Attributes of Students With Visual Disabilities? Definition Types
Characteristics
Prevalence
What Are the Attributes of Students With Traumatic Brain Injury?
Definition Types
Characteristics
Prevalence
What Are the Attributes of Students With Deaf-Blindness? Definition Types
Characteristics
Prevalence
Chapter 4. Other Students With Special Learning Needs
How Are Students With Physical and Cognitive Needs Protected Under Section 504?
Qualifying for Services Under Section 504
Providing Educational Services Under Section 504
How Can We Best Meet the Needs of Students in Our Culturally and Linguistically Diverse Classroom?
Definition of Culture
Multicultural Education
English Language Learners
Disproportionate Representation of Culturally and Linguistically
Diverse Students in Special Education
Multicultural Special Education
Effective Multicultural Special Education Programs
Linguistic Support
Validated Instructional Practices
Curricular Modifications
Who Are Students “At Risk” and What Should We Know and Do to Help Them Achieve Their Full Potential?
Definition of “At Risk”
Some Conditions That Contribute to Risk
Poverty
Homelessness
Migrant Status
Lack of Health Care
At-Risk Schools
Prevention of Risk
Health Care
Educational Practices
What Are the Attributes of Students With Gifts and Talents?
Definition
Types
Characteristics
Prevalence
Culturally and Linguistically Diverse Gifted Students
Gifted Students With Disabilities
Gifted Females
Teaching Students Who Are Gifted and Talented
Acceleration
Enrichment
PART II: Planning for Exceptional Learners
Chapter 5 Developing Collaborative Partnerships in Schools and with Families
What Are the Characteristics of Collaboration?
Shared Problem Solving
Shared Responsibility
Voluntary Involvement
What Are Critical Prerequisite Skills for Effective Collaboration?
Communication Skills
Conflict Resolution Skills
Awareness of Multicultural and Linguistic Diversity
How Can Professionals Work Together Collaboratively?
The Need for Collaborative Partnerships With Professionals Models of Collaborative Partnerships With Professionals
Collaboration-Consultation
Coteaching
Collaboration Considerations for English Language Learners
How Can Professionals Collaborate With Paraprofessionals?
Roles and Responsibilities of Paraprofessionals in Collaborative Partnerships
Supervision and Training of Paraprofessionals
How Can Professionals Collaborate With Families?
The Need for Collaborative Partnerships With Families
Models of Collaborative Partnerships With Families
Family Systems Approach
Parent-Teacher Conference
Home-School Communication
Chapter 6. Delivery of Appropriate Services to Students With Special Needs
What Is Response to Intervention?
Tier 1 (Primary)
Evidence-Based Instruction
Differentiating Instruction
Tier 2 (Secondary) and Tier 3 (Tertiary)
What Is the Evaluation and Identification Process?
Step 1: Prereferral
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 the Members of The IEP Team?
Roles of Education Professionals
Roles of Families
Roles of Students
How Do Special Education Multidisciplinary Teams and Services Meet the Needs of Students With Disabilities?
Highly Qualified Special Educators
Related Services and Providers
What Plans Guarantee Students With Disabilities an Appropriate Education?
Individualized Family Service Plans (IFSPs)
Individualized Education Programs (IEPs)
Transition Components of IEPs
Behavior Intervention Plans
When and How Are Existing Individualized Plans Evaluated?
Change in Services or Supports
What Does Idea ’04 Require During the IEP Process?
Chapter 7. Promoting Access to the Curriculum
What Is Universal Design for Learning?
What Is the Adapt Framework?
Adapt Steps
What Are Effective Instructional Practices?
Planning for Instruction
Types of Knowledge and Critical Thinking
Discrimination
Factual Knowledge
Procedural Knowledge
Conceptual Knowledge
Metacognitive Knowledge
Instructional Techniques
Clustering
Elaboration
Mnemonic Devices
Critical Thinking
Stages of Learning
Instructional Components
Delivering Instruction
Advance Organizer
Presentation of Subject Matter
Practice
Closure
Progress Monitoring
How Can Instructional Grouping Practices Promote Effective
Instruction?
Instructional Grouping Practices
Whole Group Instruction
Flexible Small Groups
Same-Ability Groups
Mixed-Ability Groups
One-to-One Teaching
Peer Tutoring
Cooperative Learning
What Guidelines Should Be Followed for Textbooks and Instructional Materials?
Textbooks
Instructional Materials
Student
Instructional Content and Methodology
Adaptations for Curricular Materials
What Are Assistive Technology Devices and Services for Promoting Access to the General Education Curriculum?
Assistive Technology Devices
Assistive Technology Services
Assistive Technology Integration
Chapter 8. Assessment and Data-Based Decision Making
Why Do We Assess Students?
Purposes of Assessment
Identifying Strengths and Weaknesses
Determining Relative Standing
Informing Instruction
Determining Program Eligibility
Grading
Determining Annual Yearly Progress
Documenting Progress
Legislative Protection Related to Assessment
How Do We Assess Students With Special Needs?
Technical Adequacy
Norm-Referenced Tests
Progress Monitoring Tests
Criterion-Referenced Tests
Testing for Students’ Strategies
Screening Tests
Diagnostic Assessments
Observations
Interviews
Rating Scales and Checklists
Rubrics
Work Samples
School Records
Portfolio Assessments
Behavioral Assessments
Curriculum-Based Measures
Designing Curriculum-Based Measures
How Do We Adapt and Modify Assessments for Students With Special Needs?
Universal Design for Assessment
Parental Involvement
Adaptation Categories
Input Adaptations
Output Adaptations
Time and/or Schedule Adaptations
Location Adaptations
Academic Qualifications
Adaptations for High-Stakes Testing
Curricular Content
Assessment Issues
Adaptation Issues
Alternate Assessments
PART III: Adaptations to Meet Individual Learner Needs
Chapter 9 Promoting Positive Behavior and Facilitating Social Skills
What Practices Can Be Used to Foster Student Relationships and Communication?
Get to Know Your Students
Use Motivational Practices
Be Responsive to Cultural Differences
Conduct Student Meetings
What Ways Can Be Used to 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 Goals of Misbehavior?
How Can Problem Behaviors Be Assessed?
Behavior Identification
Observational Techniques
What Instructional Strategies Are Available for Behavior Problems?
Planned Ignoring
Redirect Inappropriate Behavior
Contingent Observation
Criterion-Specific Rewards
Contracting
Interdependent Group Contingencies
Self-Regulation
Time-Out and Seclusion Time-Out
In-School Supervision
Functional Behavior Assessment
Behavior Intervention Plan
What Is Social Competence?
Curriculum
Sociometric Survey
Sociogram
Role-Playing
Coaching
Problem Solving and Decision Making
How Can Safer Schools Be Promoted?
Guidelines for Safer Schools
Bullying
Chapter 10. Teaching Literacy
What Issues Are Related to Written Communication Instruction?
What Are the Five Components of Reading?
Phonological Awareness
Characteristics of Students Who Struggle With Phonological Awareness
Strategies for Teaching Phonological Awareness
Phonics and Word Study
Characteristics of Students Who Struggle With Phonics and Word Study
Strategies for Teaching Phonics and Word Study
Reading Fluency
Characteristics of Students Who Struggle With Reading Fluency
Strategies for Teaching Reading Fluency
Reading Vocabulary
Characteristics of Students Who Struggle With Reading Vocabulary
Reading Comprehension
Characteristics of Students Who Struggle With Reading Comprehension
Strategies for Teaching Reading Comprehension
What Are the Stages of the Writing Process?
Instructional Design Features That Promote Success
Develop and Activate Background Knowledge
Discuss It
Model It
Memorize It
Support It
Perform Independently
Engage in Writing Conferences
Prewriting Stage of Writing
Characteristics of Students Who Struggle With Prewriting Strategies for Teaching Prewriting
Drafting Stage of Writing
Characteristics of Students Who Struggle With Drafting Strategies for Teaching Drafting
Revising Stage of Writing
Characteristics of Students Who Struggle With Revising Strategies for Teaching Revising Editing Stage of Writing
Characteristics of Students Who Struggle With Editing Strategies for Teaching Editing
Publishing Stage of Writing
Characteristics of Students Who Struggle With Publishing Strategies for Teaching Publishing
How Can Teachers Provide Effective Instruction and Adaptations for Reading and Writing?
Chapter 11 Teaching Mathematics
What Are the Attributes of Students With Mathematics Difficulties?
Mathematics Difficulties and Disabilities
Learning Characteristics
Factors Contributing to Mathematics Difficulties
What Is Early Number Development and How Is It Taught?
Difficulties With Early Number Development
Teaching Early Number Development
Counting
Teen Numbers
Magnitude Comparison
Numeral Recognition: Fast Numbers
Number Writing: Quick Write
Reversals
Part-Part-Whole Relationships
What Are Arithmetic Combinations and How Are They Taught?
Difficulties With Arithmetic Combinations
Teaching Arithmetic Combinations
What Is Place Value and How Is It Taught?
Difficulties With Place Value
Teaching Place Value
Teen Numbers
Need to Trade?
Are There Enough?
What Is Whole-Number Computation and How Is It Taught?
Difficulties With Whole-Number Computation
Teaching Whole-Number Computation
Rounding
Estimation: The Front-End Strategy
Estimation: The Clustering Strategy
Bean Stick Computation
Alternative Algorithms
Demonstration Plus Permanent Model
Key Questions
Sequence of Instruction
What Are Rational Numbers and How Are They Taught?
Difficulties With Rational Numbers
Teaching Rational Numbers
Sorting Fractions and Decimals
Fractions as Equal to or Greater Than 1
Comparisons
Arithmetic Combinations and Fractions
Money, Decimals, and Percentages
What Is Algebra and How Is It Taught?
Difficulties With Algebra
Teaching Algebraic Reasoning
Fact Families
Solving Algebraic Equations
Order of Operations
Graphic Organizers
What Is Problem Solving and How Is It Taught?
Difficulties With Problem Solving
Types of Word Problems
Teaching Problem Solving
Chapter 12. 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?
Teaching Technical Vocabulary and Concepts
Evidence-Based Instructional Strategies
How Can Teachers Teach Students to Monitor Their Reading Comprehension?
Teaching Students to Monitor Their Reading Comprehension
Evidence-Based Instructional Strategies
How Can Students Learn From Textbook Instruction?
Teaching Students How to Learn From Textbooks
How Can Teachers Promote Student Participation?
Using Class Discussions to Engage Students
How Can Teachers Help Students With Difficulties in Study Skills?
Teaching Time Management Skills
Teaching Listening and Note-Taking Skills
What Are Ways to Facilitate Memorization and Test Taking?
Teaching Memorization and Test-Taking Skills
Appendix: Professional Standards and Licensure and Common Core State Standards
Glossary
References
Index
Preface
To Our Readers
We came together to write this text with one main purpose: to help teachers complete their special education/inclusion course inspired to teach students with disabilities in inclusive settings and equipped to do so effectively.
With the increased reliance on accountability systems and high-stakes testing, the number of students who struggle and who are at risk for school failure has become increasingly apparent to educators. Today, the vast majority of students with disabilities spend more than 80% of their school day learning in general education classrooms Unfortunately, many classroom teachers working in inclusive settings believe they are unprepared to meet the challenges these individual students bring to the learning environment. So we wrote this text to fulfill what we see as our two critical responsibilities to our readers:
To increase knowledge of proven practices. A wealth of information exists about instructional practices that are evidence-based and effective for students with special needs who are learning in inclusive settings. We have worked to make this information accessible to you by analyzing the body of research that exists, selecting those practices that have proved to be most effective (and that will be of most help in the teaching situations you will encounter most often), and presenting that information in the context of real classrooms. To that end, our text discussion and supporting features focus on what works.
To improve instructional decision making. The ADAPT framework that we have integrated throughout this text will help you determine how, when, and with whom to use the proven academic and behavioral interventions in your repertoire to obtain the best outcomes The ADAPT framework will help you develop the “habits of mind” needed to respond thoughtfully and flexibly to the challenges you will meet in your classroom long after your coursework is over.
We hope that by the time you have completed your reading of this text, we will have met these responsibilities and you will have confidence in your ability to meet the needs of all students in your classroom. We are confident that with the appropriate knowledge and tools, all teachers can make a positive difference in the educational lives of students with special needs.
