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Teaching Students with Special Needs in Inclusive Settings, IDEA 2004 Update Edition

ISBN: 9780205470327 | 0205470327
Edition: 4th
Format: Paperback
Publisher: Allyn & Bacon
Pub. Date: 1/1/2008

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SummaryTable of Contents
What is an IDEA 2004 Update Edition? Special Education has been updated to reflect this long-anticipated legislation in two ways: Relevant discussion throughout the book has been revised to reflect IDEA 04. These revisions have been made while still preserving the original pagination of the text, so no changes to lecture notes or reading assignments are necessary, and all supplementary materials (and page references therein) remain accurate. An IDEA 2004 icon appears in the margins adjacent to the updates. A Guide to IDEA 2004 has been included... MORE
Prefacexvii
Inclusive Education: An Introduction
2(30)
History of Education for Students with Disabilities
4(2)
... MORE
Inclusion Strategies: Using ``People-First'' Language
6(1)
Students with Special Needs
6(4)
Students with Disabilities Served Under IDEA
7(2)
Students Eligible for Section 504 and the ADA
9(1)
Students Classified as Gifted and Talented
9(1)
Students at Risk for School Problems
9(1)
Current Services for Students with Special Needs
10(7)
Personal Spotlight: A Principal's Perspective on Education
10(1)
Actions Leading to Inclusion of Students with Disabilities
11(2)
PL 94-142/IDEA
13(3)
Section 504 and the Americans with Disabilities Act
16(1)
Where Should Students with Disabilities Be Educated?
17(11)
Rights & Responsibilities: Comparison of IDEA, Section 504, and ADA
18(2)
The Special Education Classroom Approach
20(1)
The Resource Room Model
21(1)
Inclusive Education Programs
22(5)
Technology Today: Examples of Technology-Based Applications for Special Education
27(1)
Conclusions Concerning Where Students with Disabilities Should Be Educated
28(1)
Philosophical and Ethical Issues in Special Education
28(1)
Summary
29(1)
Further Readings
30(1)
Video Workshop Extra!
31(1)
Effective Inclusion Practices and Professional Collaboration
32(32)
Accepting Diversity
34(1)
Perceptions of Inclusion
35(2)
Rights & Responsibilities: Where Does General Education Stop and Special Education Begin?
36(1)
Critical Dimensions of Inclusive Classrooms
37(8)
Sense of Community and Social Acceptance
38(3)
Inclusion Strategies: Music and Art Activities to Promote Friendships
41(1)
Appreciation of Student Diversity
41(1)
Attention to Curricular Needs
41(1)
Effective Management and Instruction
42(1)
Technology Today: Web Resources on Inclusion and Disability
43(1)
Personnel Support and Collaboration
44(1)
Professional Collaboration
45(12)
Collaboration-Consultation
46(1)
Diversity Forum: Planning as a Team, Learning from Each Other
47(1)
Personal Spotlight: Two Teachers on Collaboration
48(1)
Co-Teaching
48(8)
Using Paraprofessionals
56(1)
Creating and Maintaining Inclusive Classrooms
57(3)
Preparing Staff for Inclusion
57(1)
Preparing Students for Inclusion
58(2)
Maintaining Effective Inclusive Classrooms
60(1)
Planning for Successful Inclusion One Student at a Time
60(2)
Final Thought
62(1)
Summary
63(1)
Further Readings
63(1)
Video Workshop Extra!
63(1)
Home-School Collaboration: Working with Families
64(26)
The Family
66(3)
Cultural Considerations
68(1)
Diversity Forum: Working Toward Cultural Reciprocity
69(1)
Families and Children with Disabilities
69(7)
Personal Spotlight: A Mother's Perspective
71(1)
Parents' Views on Inclusion
72(1)
Involvement of Fathers
72(2)
Involvement of Siblings
74(1)
Parent Education
75(1)
Home-School Collaboration
76(8)
Communicating with Parents
76(1)
Rights & Responsibilities: Recommendations for Parental Involvement
76(3)
Technology Today: Websites for Families of Children with Disabilities
79(5)
Home-Based Intervention
84(4)
Providing Reinforcement and Encouragement
84(1)
Providing Instructional Support
85(1)
Providing Homework Support
85(2)
Inclusion Strategies: Facilitating Family Involvement
87(1)
Final Thoughts
88(1)
Summary
88(1)
Further Readings
88(1)
Video Workshop Extra!
89(1)
Identifying and Programming for Student Needs
90(34)
Rights & Responsibilities: IDEA Regulations
92(2)
Prereferral Intervention
94(3)
The Special Education Process
97(13)
Formal Referral
99(1)
Determination of Eligibility
99(3)
Personal Spotlight: Mother and Daughter Team
102(1)
Individualized Education Programs (IEPs)
102(5)
Behavioral Intervention Planning
107(1)
Transition Services
108(2)
Extended School Year Services
110(1)
Review and Dismissal
110(1)
Section 504 Eligibility and Planning
110(4)
Eligibility
110(1)
Reasonable Accommodations
111(1)
Technology Today: Technological Applications in the Special Education Process
112(1)
Role of the General Education Teacher in Section 504 Activities
112(2)
Assessment Practices Throughout the Special Education Process
114(8)
Purpose of Assessment
114(1)
Approaches to Assessment
114(3)
Legal Requirements for Assessment
117(1)
Inclusion Strategies: Classroom Ecological Inventory
118(2)
Issues of Bias in Assessment
120(1)
Diversity Forum: Child Study Teams and Cultural Differences
121(1)
Role of the General Education Teacher in Assessment
121(1)
Final Thoughts
122(1)
Summary
122(1)
Further Readings
123(1)
Video Workshop Extra!
123(1)
Teaching Students with Attention Deficit/Hyperactivity Disorder
124(36)
Basic Concepts About Attention Deficit/Hyperactivity Disorder
128(10)
Attention Deficit/Hyperactivity Disorder Defined
128(1)
Prevalence and Causes of Attention Deficit/Hyperactivity Disorder
129(2)
Characteristics of Students with Attention Deficit/Hyperactivity Disorder
131(1)
Identification, Assessment, and Eligibility
132(1)
Rights & Responsibilities: Parent Rights Under Section 504
133(5)
Cultural and Linguistic Diversity
138(1)
Strategies for Curriculum and Instruction for Students with Attention Deficit/Hyperactivity Disorder
138(5)
Continuum-of-Placement Options
138(1)
Developing Educational Plans
139(1)
The Role of Medication
139(4)
Diversity Forum: Appreciating Religious Diversity in the Referral Process
143(1)
Classroom Adaptations for Students with Attention Deficit/Hyperactivity Disorder
143(12)
Making Classroom Adaptations
143(2)
Managing the Classroom Environment
145(3)
Making Instructional Adaptations
148(1)
Personal Spotlight: Growing up with ADHD
148(2)
Technology Today: Web Tools for Lesson Plans
150(1)
Developing Student-Regulated Strategies
151(1)
Inclusion Strategies: Time-on-Task Self-Assessment for Teachers
152(1)
Tips for Adapting a Lesson for Jake
153(2)
Promoting Inclusive Practices for Attention Deficit/Hyperactivity Disorder
155(2)
Community-Building Skills for Teachers
156(1)
Resources for Developing Awareness in Peers
156(1)
Collaborating with Parents of Students with Attention Deficit/Hyperactivity Disorder
157(1)
Summary
157(1)
Further Readings
158(1)
Video Workshop Extra!
159(1)
Teaching Students with Learning Disabilities
160(40)
Basic Concepts About Learning Disabilities
163(11)
Learning Disabilities Defined
163(1)
Prevalence and Causes of Learning Disabilities
164(1)
Characteristics of Students with Learning Disabilities
165(5)
Identification, Assessment, and Eligibility
170(3)
Cultural and Linguistic Diversity
173(1)
Diversity Forum: From Learning to Read to Reading to Learn
173(1)
Strategies for Curriculum and Instruction for Students with Learning Disabilities
174(15)
Traditional Approaches
174(4)
IEP Goals and Objectives for Emmanuel
178(2)
Inclusion Strategies: Reading Comprehension Strategies for the General Education Classroom
180(8)
Controversial Approaches
188(1)
Classroom Adaptations for Students with Learning Disabilities
189(3)
Rights & Responsibilities: Examples of Accommodations for Assessments
190(1)
Academic and Language Deficits
190(2)
Technology Today: J.T.'s Writing Samples--Before and After
192(1)
Social-Emotional Problems
192(3)
Tips for Adapting a Lesson for Emmanuel
193(1)
Cognitive Differences
194(1)
Promoting Inclusive Practices for Students with Learning Disabilities
195(2)
Personal Spotlight: A Family History of Learning Disabilities
196(1)
Summary
197(1)
Further Readings
198(1)
Video Workshop Extra!
199(1)
Teaching Students with Emotional and Behavioral Disorders
200(28)
Basic Concepts About Emotional and Behavioral Disorders
202(13)
Emotional and Behavioral Disorders Defined
202(2)
Classification of Emotional and Behavioral Disorders
204(2)
Prevalence and Causes of Emotional and Behavioral Disorders
206(1)
Characteristics of Students with Emotional and Behavioral Disorders
207(3)
Identification, Assessment, and Eligibility
210(2)
Rights & Responsibilities: Manifestation Determination
212(3)
Strategies for Curriculum and Instruction for Students with Emotional and Behavioral Disorders
215(5)
Educational Placements
215(1)
Personal Spotlight: School Administrator
215(2)
IEP Goals and Objectives for Frank
217(1)
Effective Instruction
217(1)
Diversity Forum: African American Disproportionality: Is There a Problem?
218(1)
Social Skills Instruction
218(1)
Home-School Considerations
219(1)
Classroom Adaptations for Emotional and Behavioral Disorders
220(5)
Standard Operating Procedures
220(1)
Physical Accommodations
220(1)
Preventive Discipline
220(1)
General Behavior Support Strategies
221(1)
Inclusion Strategies: Problem Classroom Behaviors and Differential Reinforcement Strategies
222(1)
Behavioral Intervention Planning
223(1)
Tips for Adapting a Lesson for Frank
224(1)
Medication
225(1)
Technology
225(1)
Promoting Inclusive Practices for Students with Emotional and Behavioral Disorders
225(2)
Promoting Community Social Acceptance
225(1)
Technology Today: Types of Assistive Technology
226(1)
Supports for General Education Teachers
226(1)
Summary
227(1)
Further Readings
227(1)
Video Workshop Extra!
227(1)
Teaching Students with Mental Retardation
228(28)
Basic Concepts About Mental Retardation
230(15)
Terminology
230(1)
Mental Retardation Defined
231(2)
Diversity Forum: Integrating Cultural Values with IEP Goals and Objectives
233(2)
Classification
235(2)
Prevalence, Causes, and Characteristics
237(4)
Identification, Assessment, Eligibility, and Placement
241(1)
Personal Spotlight: Sibling
242(1)
Transition Considerations
243(2)
Strategies for Curriculum and Instruction for Students with Mental Retardation
245(3)
Challenges for General Education
245(1)
IEP Goals and Objectives for Orlando
246(1)
General Considerations for Inclusion
247(1)
Classroom Adaptations for Students with Mental Retardation
248(5)
Tips for Adapting a Lesson for Orlando
250(1)
Technology Today: Assistive Technology
251(1)
Inclusion Strategies: Circles of Friends in Schools
252(1)
Promoting Inclusive Practices for Students with Mental Retardation
253(1)
Final Thoughts
253(1)
Summary
254(1)
Further Readings
254(1)
Video Workshop Extra!
255(1)
Teaching Students with Sensory Impairments
256(30)
Basic Concepts About Hearing Impairment
258(5)
Hearing Impairment Defined
259(1)
Classification of Hearing Impairment
260(1)
Prevalence and Causes of Hearing Impairment
261(1)
Characteristics of Students with Hearing Impairment
261(1)
Identification, Assessment, and Eligibility
261(2)
Strategies for Curriculum and Instruction for Students with Hearing Impairments
263(1)
Realities of the General Education Classroom
263(1)
Classroom Adaptations for Students with Hearing Impairments
263(6)
Management Considerations
264(1)
Curricular and Instructional Considerations
265(2)
Social-Emotional Considerations
267(1)
Inclusion Strategies: Teaching Science to Deaf Students
267(1)
Tips for Adapting a Lesson for Monique
268(1)
Technology
268(1)
Promoting Inclusive Practices for Students with Hearing Impairments
269(1)
Diversity Forum: Creating a Community of Sharing: Monica's Story
270(1)
Supports for the General Education Teacher
270(1)
Basic Concepts About Visual Impairments
270(5)
Visual Impairments Defined
271(1)
Classification of Visual Impairments
271(1)
Technology Today: Assistive Technology for Visual Impairments
272(1)
Prevalence and Causes of Visual Impairments
273(1)
Characteristics of Students with Visual Impairments
274(1)
Identification, Assessment, and Eligibility
274(1)
Strategies for Curriculum and Instruction for Students with Visual Impairments
275(1)
Realities of the General Education Classroom
275(1)
IEP Goals and Objectives for Monique
276(1)
Continuum of Placement Options
276(1)
Classroom Adaptations for Students with Visual Impairments
276(5)
General Considerations
277(1)
Management Considerations
277(1)
Curricular and Instructional Considerations
278(2)
Social-Emotional Considerations
280(1)
Technology
280(1)
Promoting Inclusive Practices for Students with Visual Impairments
281(2)
Supports for the General Education Teacher
282(1)
Personal Spotlight: Itinerant Service Specialist
283(1)
Summary
283(1)
Further Readings
284(1)
Video Workshop Extra!
285(1)
Teaching Students with Autism, Traumatic Brain Injury, and Other Low-Incidence Disabilities
286(28)
Basic Concepts About Autism
288(4)
Defining Autism
289(1)
Identification of Children with Autism
290(1)
Prevalence and Causes of Autism
291(1)
Rights & Responsibilities: Court Decisions Related to Interventions and Treatment Programs for Students with Autism
291(1)
Characteristics of Individuals with Autism
292(1)
Classroom Adaptations for Students with Autism
292(6)
Personal Spotlight: A Professional's Opinion on Inclusion
294(2)
IEP Goals and Objectives for Charlie
296(1)
Tips for Adapting a Lesson for Charlie
296(1)
Inclusion Strategies: Teaching Self-Management Skills
297(1)
Asperger Syndrome
298(1)
Basic Concepts About Traumatic Brain Injury
299(1)
Classroom Adaptations for Students with Traumatic Brain Injury
300(1)
Basic Concepts About Low-Incidence Health Problems and Disabilities
301(11)
Asthma
301(1)
Childhood Cancer
302(1)
Cerebral Palsy
303(1)
Cystic Fibrosis
304(1)
Technology Today: Schoolwide Assistive Technology Database Sample
305(1)
Deaf-Blind
306(1)
Diabetes (Juvenile Diabetes)
306(1)
Epilepsy
306(2)
HIV and AIDS
308(1)
Muscular Dystrophy
309(1)
Diversity Forum: AIDS/HIV Epidemics in African American and Hispanic American Communities
310(1)
Spina Bifida
310(1)
Tourette Syndrome
311(1)
Summary
312(1)
Further Readings
313(1)
Video Workshop Extra!
313(1)
Teaching Students with Communication Disorders
314(34)
Basic Concepts About Communication Disorders
316(3)
Communication and Communication Disorders Defined
316(2)
Prevalence and Causes of Communication Disorders
318(1)
Identification, Assessment, and Eligibility
318(1)
Rights & Responsibilities: The Right to ``Related Services'' for Students with Speech Impairments
318(1)
Speech Disorders
319(5)
Articulatory and Phonological Disorders
319(2)
Voice Disorders
321(2)
Fluency Disorders
323(1)
Classroom Adaptations for Students with Speech Disorders
324(4)
Build a Positive Classroom Climate
324(1)
Tips for Adapting a Lesson for David
325(1)
Help Students to Learn to Monitor Their Own Speech
325(1)
Pair Students for Practice
325(1)
Teach Students Affirmations and Positive Self-Talk
325(1)
Modify Instruction and Materials
326(1)
Encourage Parents to Work with Their Children
327(1)
Teach Students Their Own Strategies
327(1)
IEP Goals and Objectives for David
328(1)
Language Disorders
328(4)
Dimensions of Language
329(2)
Types and Causes of Language Disorders
331(1)
Indicators of Language Impairments
331(1)
Classroom Adaptations for Students with Language Disorders
332(7)
Teach Some Prerequisite Imitation Skills
334(1)
Improve Comprehension in the Classroom
334(1)
Give Students Opportunities for Facilitative Play
334(1)
Encourage Students to Talk with Their Teachers and Peers
334(1)
Inclusion Strategies: Teaching Strategies to Help Problem Listeners in the Classroom
335(1)
Use Naturalistic Techniques and Simulated Real-Life Activities to Increase Language Use
335(1)
Encourage Students' Conversational Skills Through Story Reading
335(1)
Use Music and Play Games to Improve Language
336(1)
Arrange Your Classroom for Effective Interactions
336(1)
Use Challenging Games with Older Students
337(1)
Modify Strategies to Develop Students' Learning Tools
337(1)
Work Collaboratively with the Speech-Language Pathologist
337(1)
Use Storytelling and Process Writing
338(1)
Personal Spotlight: Speech-Language Pathologist
338(1)
Language Differences
339(1)
Acquiring English as a Second Language
339(1)
Relationship Between Communication Style and Culture
339(1)
Multicultural Considerations in Assessment
340(1)
Augmentative and Alternative Communication (AAC)
340(3)
Diversity Forum: Language Disorder or Language Difference: Sol's Story
341(1)
Facilitated Communication
342(1)
Promoting Inclusive Practices for Students with Communication Disorders
343(2)
Technology Today: Developing an Effective Team Approach to Serve Students Using AAC in the Classroom
344(1)
Future Trends
345(1)
Summary
346(1)
Further Readings
347(1)
Video Workshop Extra!
347(1)
Teaching Students Who Are Gifted
348(36)
Basic Concepts About Students Who Are Gifted
350(11)
``Gifted'' Defined
352(1)
Other Conceptualizations of Giftedness
353(1)
Concept of Creativity
354(1)
Prevalence and Origins of Giftedness
355(1)
Characteristics of Students Who Are Gifted
355(2)
Identification, Assessment, and Eligibility
357(2)
Multicultural Issues
359(1)
Rights & Responsibilities: State Programs for Gifted Children
360(1)
Strategies for Curriculum and Instruction for Students Who Are Gifted
361(7)
Diversity Forum: To Be Young, Gifted, and . . . Different
362(1)
Inclusion Strategies: Goals for Curricula of Gifted Children
363(1)
Continuum of Placement Options
363(1)
Realities of the General Education Classroom
364(1)
Approaches to Programming
365(3)
Classroom Adaptations for Students Who Are Gifted
368(8)
Management Considerations
368(2)
Curricular and Instructional Considerations
370(3)
Technology Today: Websites That Offer Curriculum, Strategies, and Interventions
373(1)
Social-Emotional Considerations
373(2)
Personal Spotlight: Special Education Teacher
375(1)
Promoting Inclusive Practices for Students Who Are Gifted
376(5)
Classroom Climate
376(1)
Addressing the Needs of Special Populations
377(1)
Supports for the General Education Teacher
378(1)
Support for Parents and Families
379(1)
Teacher Preparation
380(1)
Final Thought
381(1)
Summary
382(1)
Further Readings
382(1)
Video Workshop Extra!
383(1)
Teaching Students Who Are at Risk
384(28)
Basic Concepts About Students Who Are at Risk
386(1)
``At Risk'' Defined
386(1)
Prevalence and Factors Related to Being at Risk
386(1)
Select at Risk Groups
387(17)
Students Who Grow Up in Poverty
388(1)
Diversity Forum: Leave No School or Teacher Behind
389(2)
Personal Spotlight: School Counselor
391(1)
Students Who Are Homeless
391(3)
Students in Single-Parent Homes
394(3)
Students Who Experience Significant Losses
397(1)
Students Who Are Abused and Neglected
397(3)
Students Who Abuse Substances
400(2)
Students Who Become Pregnant
402(1)
Students Who Are Gay, Lesbian, Bisexual, or Transgendered
402(1)
Students Who Are Delinquents
403(1)
Strategies for Curriculum and Instruction for Students Who Are at Risk
404(5)
Characteristics of Effective Programs
405(1)
Technology Today: Using Technology with Multicultural and Bilingual Students Who May Be at Risk
406(1)
Rights & Responsibilities: At Risk Children's Right to Nondiscriminatory Assessment
407(1)
Specific Strategies for Students at Risk
407(2)
Inclusion Strategies: Components of Effective Mentoring Programs for at Risk Students
409(1)
Final Thought
409(1)
Summary
410(1)
Further Readings
410(1)
Video Workshop Extra!
411(1)
Classroom Organization and Management
412(30)
Basic Concepts About Classroom Management and Organization
414(2)
Model of Classroom Management
415(1)
Guiding Principles
416(1)
Components of Effective Classroom Organization and Management
416(24)
Psychosocial Dimension
416(2)
Procedural Dimension
418(1)
Physical Dimension
419(2)
Behavioral Dimension
421(12)
Rights & Responsibilities: Disciplinary Issues and Federal Law
433(3)
Organizational Dimension
436(2)
Personal Spotlight: Third-Grade Teacher
438(1)
Inclusion Strategies: Collaboration: Ways to Involve Other Personnel in Management
439(1)
Summary
440(1)
Further Readings
440(1)
Video Workshop Extra!
441(1)
Teaching Students with Special Needs in Elementary Schools
442(36)
General Curricular Considerations
444(1)
Curricular Content
445(12)
Academic Instruction
445(7)
Social Skills Instruction
452(1)
Transitional Needs
453(4)
Professional Collaboration
457(3)
Prereferral Interventions
458(2)
Personal Spotlight: Teacher Educator
460(1)
Instructional Adaptations
460(16)
Enhancing Content Learning Through Listening
463(1)
Tips for Adapting an Elementary Lesson Plan
464(1)
Adapting Reading Tasks
465(1)
Enhancing Written Responses
466(1)
Promoting Following Instructions and Completing Assignments
466(1)
Involving Peers Through Cooperative Learning
466(2)
Multicultural Issues in Curriculum and Instruction
468(1)
Technology Today: TrackStar
469(1)
Adapting the Temporal Environment
469(1)
Adapting the Classroom Arrangement
469(1)
Enhancing Motivation
470(1)
Developing Effective Homework Programs
470(2)
Developing Responsive Grading Practices
472(3)
Inclusion Strategies: Effective Grading Practices
475(1)
Summary
476(1)
Further Readings
476(1)
Video Workshop Extra!
477(1)
Teaching Students with Special Needs in Secondary Schools
478(31)
Secondary School Curricula
480(3)
Special Education Curriculum in Secondary Schools
481(1)
Determining Curricular Needs of Students
481(1)
Rights & Responsibilities: Legal Requirements Related to Transition
482(1)
Programs for Students in Secondary Schools
483(11)
Roles of Personnel
485(4)
Collaborative Role of the Special Education Teacher
489(1)
Inclusion Strategies: Questions for Evaluating the Instructional Process
490(4)
Personal Spotlight: Student and Football Player
494(1)
Methods to Facilitate Students' Success in General Education Classes
494(13)
Accommodations and Adaptations
494(4)
Homework, Grading, and Testing
498(5)
Study Skills and Learning Strategies
503(3)
Technology Today: Multimedia Programs and Websites That Complement Instructional Principles
506(1)
Summary
507(1)
Further Readings
508(1)
Video Workshop Extra!
508(1)
Appendix A: Sample IEP for an Elementary Student509(4)
Appendix B: Sample IEP for a Secondary Student513(6)
Appendix C: What Every Teacher Should Know About IDEA 2004519(30)
References549(26)
Name Index575(8)
Subject Index583

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