Dr. Barbara C. Gartin is 1982 graduate of the University of Georgia program in the Education of Exceptional Children and a University Professor of Special Education in the Department of Curriculum and Instruction at the University of Arkansas.  She has worked as a high school special education teacher in Georgia before joining the University of Arkansas faculty.  Dr. Barbara Gartin has published numerous articles on issues related to behavior management, inclusion, and special education law.  In 2002, she co-authored How to use differentiated instruction with students with developmental disabilities in the general education classroom for the Division on Developmental Disabilities (Council for Exceptional Children) with Nikki Murdick, Marcia Imbeau, and Darlene Perner.  With Nikki Murdick and Terry Crabtree, she co-authored the first edition of Special Education Law in 2002 and the second edition in 2007, both published by Pearson Education.  In 2006, she co-authored Families and Children with Special Needs: Parent and Professional Partnerships with Tom Smith, Nikki Murdick and Alan Hilton, which was also published by Pearson Education.  Her research interests include legal issues in the provision of appropriate services for students with special needs, the educational implications of disability, especially rare syndromes, and issues of parent advocacy.  She has served as the President of the Educational Division of AAIDD and as the President of the Division of Autism and Developmental Disabilities.

Dr. Nikki Murdick is a professor of Special Education in the Department of Educational Studies in the College of Public Services at Saint Louis University, St. Louis, MO. Throughout her career she has worked as a classroom teacher, clinical behavior specialist, curriculum developer, parent advocate, and University professor. Dr. Murdick has published numerous articles on issues related to behavior management, inclusion, and special education legal concerns of students with cognitive and behavioral disabilities. She has co-authored a monograph on differentiated instruction, a text on Special Education Law, and a text on Families and Children with Special Needs: Parent and Professional Partnerships. Her research interests include legal issues in the provision of appropriate services for students with special needs, parent advocacy, and educational implications of disability that impact the educational success of students.

Types of Development

            Intellectual Development

            Physical Development

            Emotional/Psychological Development

            Social Development

            Moral/Ethical Development

Adolescents with Disabilities

            Intellectual Disability

            Learning Disabilities

            Behavioral/Emotional Disorders

            Autism Spectrum Disorders: Autism and Asperger’s Syndrome

            Low-Incidence Categories

            Cerebral Palsy

            Traumatic Brain Injury

Summary

Activities

References

Chapter 2:      Services for Adolescents with Disabilities in Middle and Secondary Schools

Introduction

Secondary Public Education

            Organization of Secondary Education

            Purpose of Secondary Schools

            Secondary School Curricula

            Diversity in Secondary Schools

            Challenges in Secondary Schools

            Teaching in Secondary Schools

Special Education Services in Secondary Schools

            Traditional Services for Adolescents with Disabilities in Middle and Secondary Schools

            Current Programming Models

Inclusion of Students with Disabilities in Secondary Schools

             The Inclusion Movement

              Rationale Supporting Inclusion

              Advantages and Disadvantages of Inclusion

              Parent and Teacher Support for Inclusion

Legal Basis for Special Education Services

              Individuals with Disabilities Education Act

              Section 504 and the ADA

              Litigation and Special Education

Goals for Adolescents with Disabilities in Middle and Secondary Schools

Issues Facing Secondary Special Education

              Dropping Out of School

              Increasing Accountability

              Role of Teachers

Summary

Activities

References

Chapter 3:      The Special Education Process in Middle/Secondary Schools

Introduction

Referral         

Assessment

                Legal Requirements

                Types of Assessment

                Norm-References Tests

                Criterion-Referenced Tests

                Other Forms of Assessment

                Selecting Types of Assessment

                Teacher’s Role in the Assessment Process

Determining Eligibility

Individualized Educational Programming

                Legal Requirements

                The IEP Process

Behavior Intervention Planning

                Legal Requirements

Transition Planning

                Legal Requirements

                Transfer of Rights

Facilitating IEP Participation

                Facilitating Parental Involvement

                Facilitating Student Involvement

                Teacher’s Role in the IEP Process

Least Restrictive Environment

                Legal Requirements

                Continuum of Placement Options

Due Process

Role of Special Education and Classroom Teachers in the Special Education Process

Summary

Activities

References

Chapter 4:      Transition Programming for Adolescents with Disabilities

Introduction

Vertical Transition

                        Transitions Within Secondary School

                        Transitions out of School

Student-Centered Planning

Transition Curriculum

                        Postsecondary Education Goal

                        Vocational Goal

                        Postsecondary Independent Living Goal

Legal Requirements for Transition of Students with Disabilities

Transition Assessment for Planning

The Transition Planning Team

The Transition Plan

                        Age of Majority

Summary

Activities

References

Chapter 5:      Home/Family Collaboration Communication in a Middle/Secondary Inclusive Classroom

Introduction

Collaboration

                        Impact of Family Involvement

                        Standards and Family Involvement

                        Legal Mandate for Family Involvement

The Family

                        Characteristics of Families

                        Tips for Communicating with Families

Impact of a Child with Disabilities on the Family

                        Parents and Stress

                        Siblings and Stress

                        Extended Family and Stress

                        Professionals and Family Stress

Families from Diverse Backgrounds

                        Diversity in Family Structure

                        Tips for Working with Families with Diverse Family Structures

                        Diversity in Culture and Language

                        Tips for Working with Families with Culture and Language Differences

                        Developing a Culturally Sensitive Classroom

School and Family Collaboration

                        Encouraging Parental Participation

Summary

Activities

References

Chapter 6:      Classroom Management and Adolescents with Disabilities

Introduction

Components of Classroom Management

                        Organization of Classroom Space

                        Seating Arrangement

                        Classroom Climate

                        Classroom Norms

                        Developing Classroom Rules and Procedures

Planning and Conducting Instruction

                        Learning and Instructional Time

Maintaining Appropriate Behaviors

                        Positive Behavior Supports (PBS)

                        School-Wide Positive Behavioral Support

                        Empowering Students

                        Modeling Appropriate Behaviors

                        Reinforcing Appropriate Behaviors

Decreasing Inappropriate Behaviors

                        Responding to Minor Inattention and Misbehavior

Behavior Intervention Planning

                        Determining Underlying Causes

Punishment

Summary

Activities

References

Chapter 7:      Co-Teaching

Introduction

Cooperative Teaching Model

                        Benefits of Co-Teaching

                        Research Base for Co-Teaching

                        Before Beginning a Co-Teaching Model

                        Strengthening Co-Teaching Relationships

Co-Teaching Models

                        Teaming

                        One Teaching, One Observing

                        One Teaching, One Assisting

                        Station Teaching

                        Parallel Teaching

                        Alternative Teaching

Role of School Personnel in Co-Teaching

                        Role of Paraprofessionals

                        Role of Administration

                        Role of Other Professionals

Strategies Used in Implementing Co-Teaching

Evaluating Cooperative Teaching

Summary

Activities

References

Chapter 8:      Differentiated Instruction

Introduction

Evidence-Based Practices on Content Area Strategies

Differentiated Instruction

Key Concepts in Using Differentiation of Instruction

                        Content

                        Process

                        Product

                        Affect

                        Learning Environment

Implementing Differentiation of Instruction in Middle and Secondary Classrooms

Summary

Activities

References

Chapter 9:      Strategies Instruction

Introduction

Teaching Students How to Use Strategies

                        The Strategic Instruction Model (SIM)

Student-Focused Interventions–Learning Strategies

                        Strategies to Acquire Information

                        Strategies for Storing and Retrieving Information

                        Strategies for Expressing Learned Materials

Summary

Activities

References

Chapter 10:    Strategies for Teaching Content to Adolescents with Disabilities:

                        Reading and Language Arts

Introduction

Instruction in Reading

                        Phonics and Phonemic Awareness

                        Vocabulary

                        Fluency

                        Motivation

Instruction in Writing

                        Mechanics of Writing

                        Spelling

                        Written Expression

Guiding Principles for Literacy Instruction

Strategies to Enhance Content Literacy

                        Phonics and Phonemic Awareness

                        Comprehension

                        DR-TA (Directed Reading-Thinking Activity)

                        Directed Reading Activity (DRA)

                        ReQuest

                        List-Group-Label

                        Question-Answer-Relationship (QAR)

                        Cluster Strategies

                        Semantic Feature Analysis (SFA)

                        Context-Structure-Sound-Reference (CSSR)

Language Arts and English

Instruction in Social Studies

Summary

Activities

References

Chapter 11     Strategies for Teaching Content to Adolescents with Disabilities:

                        Math and Science

Introduction

Teaching Math to Students with Disabilities

                        Math Standards

                        Math Instructional Ideas

                        General Math Accommodations

                        Assessing Math Skills

Teaching Science to Students with Disabilities

                        Traditional Science Teaching Approaches

                        Other Science Teaching Methods

                        Accessibility and Science Labs

Connecting Math and Science Instruction

                        Integrated Curriculum

Summary

Activities

References

Chapter 12:    Strategies for Teaching Social Skills to Adolescents with Disabilities

Introduction

Importance of Social Skills

Social Skills and Individuals with Disabilities

                        Social Skills Deficits

                        Importance of Social Skills for Students with Disabilities

Social Skills Instruction

                        Assessment of Social Skills

                        Social Skills and Culture

Strategies to Teach Social Skills

                        Level 1–Structuring a Classroom Community

                        Level ii–Specific Strategies and Curriculum for Promoting Social Competence

                        Level III–Targeted Individual Interventions

Planning and Implementing Social Skills Interventions

Summary

Activities

References

Chapter 13:    Strategies for Teaching Self-Determination Skills to Adolescents with Disabilities

Introduction

Self-Determination

Components of Self-Determination

Need for Self-Determination Skills

Teaching Self-Determination Skills

                        Self-Determination Preparation Programs

Student Involvement in the Educational Process

Age of Majority

                        Self-Determination Supports in Postsecondary Educational Settings

Summary

Activities

References

Chapter 14:    Vocational/Technical Education for Adolescents with Disabilities

Introduction

Legislation

            Vocational Rehabilitation

            Special Education

            Developmental Disabilities

            Employment Services

            Civil Rights

Assessing Vocational Needs of Adolescents with Disabilities

            Vocational Assessment: Data Gathering

            Vocational Assessment: Future Environments

Application of Academic Content to Real-Life Situations

Vocational Programs for Adolescents with Disabilities

            School-Based Vocational Training

            Postsecondary Education

Summary

Activities

References

Name Index

Subject Index

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