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Including Students with Special Needs : A Practical Guide for Classroom Teachers

ISBN: 9780205280858 | 0205280854
Edition: 2nd
Format: Paperback
Publisher: Allyn & Bacon, Inc.
Pub. Date: 5/1/1998

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SummaryTable of Contents
Takes a non-categorical approach for students with low-incidence and high-incidence disabilities (Chs. 5-6). Includes information on the 1997 reauthorization of IDEA and other recent court rulings. Has strong, integrated coverage of collaboration - Marilyn Friend is an expert on the subject (Chapter 3). Offers numerous teaching strategies throughout the text. Places strong emphasis on working with parents and families. Technology notes are integrated throughout with relevant websites included.
Featuresxiv
Prefacexvii
The Foundation for Educating Students with Special Needs
xxii
Learner Objectives
... MORE(1)
What Basic Terms and Concepts Define Special Education?
2(3)
Least Restrictive Environment
2(1)
Mainstreaming
3(1)
Inclusion
3(2)
How Did Special Education Services Come to Exist?
5(9)
The Development of Education for Students with Disabilities
5(1)
The Impact of the Civil Rights Movement on Special Education
6(4)
The Legislative Basis for Least Restrictive Environment
10(4)
Why Is Inclusion Controversial?
14(3)
Advocates of Inclusion
14(1)
Those Who Say, ``It Depends...''
15(1)
An Analysis of the Inclusion Debate
16(1)
Who Receives Special Education and Other Special Services?
17(11)
Categories of Disability in Federal Law
17(5)
Cross-Categorical Approaches to Special Education
22(1)
Other Students with Special Needs
23(2)
Summary
25(1)
Applications in Teaching Practice: Understanding Contemporary Special Education Practices
26(2)
Special Education Procedures and Services
28(40)
Learner Objectives
29(1)
Who Are the Professionals in Special Education?
30(9)
General Education Teachers
30(1)
Special Education Teachers
31(2)
Other Specialists and Related Service Providers
33(6)
How Can You Decide Whether a Student Need Might Be a Disability?
39(6)
Analyze the Unmet Needs
39(2)
Communicate Your Observations and Try Your Own Interventions
41(4)
How Do Students Obtain Special Services?
45(9)
Initial Consideration of Student Problems
46(3)
The Special Education Referral and Assessment Process
49(1)
Decision Making for Special Services
50(2)
Monitoring Special Services
52(2)
What Is an Individualized Education Program?
54(5)
Required Components of an IEP
57(2)
What Services Do Students with Disabilities Receive?
59(9)
Special Education and Related Services
60(1)
Student Placement
60(4)
Summary
64(1)
Applications in Teaching Practice: A Visit to an MDT Meeting
65(3)
Professional Partnerships
68(38)
Learner Objectives
69(2)
What Are the Basics of Collaboration?
71(6)
Characteristics of Collaboration
72(2)
Prerequisites for Collaboration
74(3)
What Are Effective Applications of Collaboration in Inclusive Schools?
77(14)
Shared Problem Solving
77(5)
Co-Teaching
82(4)
Teaming
86(3)
Consulting
89(2)
How Can You Work Effectively with Parents?
91(9)
Understanding the Perspective of Family Members
91(2)
Parent Reactions to Their Child's Disability
93(1)
Collaborating with Parents
94(1)
Parent Conferences
95(5)
How Can You Work Effectively with Paraprofessionals?
100(6)
Understanding Your Working Relationship with Paraprofessionals
100(2)
Collaborating with Paraprofessionals
102(1)
Summary
103(1)
Applications in Teaching Practice: Collaboration Comes to Lawrence Elementary School
103(3)
Analyzing Classroom and Student Needs
106(40)
Learner Objectives
107(1)
How Can the INCLUDE Strategy Help You Make Reasonable Accommodations for Students with Special Needs?
108(7)
Identify Classroom Demands
109(1)
Note Student Learning Strengths and Needs
110(2)
Check Potential Areas of Student Success
112(1)
Look for Potential Problem Areas
112(1)
Use Information to Brainstorm Adaptations
112(2)
Decide Which Accommodations to Implement
114(1)
Evaluate Student Progress
115(1)
How Is an Inclusive Classroom Organized?
115(8)
Physical Organization
115(3)
Routines for Classroom Business
118(1)
Classroom Climate
119(1)
Classroom Rules
119(1)
Monitoring
120(1)
Use of Time
121(2)
How Can You Group All Your Students for Instruction in Inclusive Classrooms?
123(3)
Whole-Class or Large-Group Instruction
124(1)
Small-Group Instruction
124(1)
One-to-One Instruction
125(1)
How Can You Evaluate Instructional Materials for Inclusive Classrooms?
126(8)
Textbooks
126(4)
Manipulatives and Models
130(1)
Technology
131(3)
How Can You Analyze Instructional Methods in Relation to Student Needs?
134(12)
Elements of Direct Instruction
135(3)
Nondirect Methods of Instruction
138(2)
Scaffolding
140(2)
Independent Student Practice
142(1)
Homework
143(1)
Evaluation of Student Performance
143(1)
Summary
143(1)
Applications in Teaching Practice: Planning Adaptations in the Instructional Environment
144(2)
Students with Low-Incidence Disabilities
146(40)
Learner Objectives
147(3)
What Are Low-Incidence Disabilities?
150(1)
What Accommodations Can You Make for Students with Moderate, Severe, or Multiple Disabilities?
151(7)
Students with Moderate to Severe Cognitive Disabilities
152(2)
Instructional Adaptations for Students with Moderate to Severe Cognitive Disabilities
154(2)
Multiple Disabilities
156(2)
Deaf-Blindness
158(1)
What Accommodations Can You Make for Students with Sensory Impairments?
158(11)
Accommodations for Students with Visual Impairments
160(3)
Learning Tools for Students with Visual Impairments
163(1)
Accommodations for Students with Hearing Impairments
163(4)
Adaptive Devices for Students with Hearing Impairments
167(2)
What Accommodations Can You Make for Students with Physical or Health Disabilities?
169(9)
Orthopedic Impairments
169(2)
Other Health Impairments
171(4)
Traumatic Brain Injury
175(3)
What Accommodations Can You Make for Students with Autism?
178(8)
Supporting Appropriate Behavior
181(1)
Communicating with Students with Autism
182(1)
Summary
183(1)
Applications in Teaching Practice: Planning Adaptations for Students with Low-Incidence Disabilities
184(2)
Students with High-Incidence Disabilities
186(34)
Learner Objectives
187(2)
What Are High-Incidence Disabilities?
189(1)
What Accommodations Can You Make for Students with Communication Disorders?
189(7)
Understanding Speech Problems
189(2)
Understanding Language Problems
191(2)
Accommodations for Students with Communication Disorders
193(3)
What Are the Learning Needs of Students with Learning and Behavior Disabilities?
196(11)
Reading Skills
197(2)
Written Language Skills
199(3)
Math Skills
202(2)
Learning Skills
204(3)
What Are the Social and Emotional Needs of Students with Learning and Behavior Disabilities?
207(5)
Classroom Conduct
207(1)
Interpersonal Skills
207(2)
Personal and Psychological Adjustment
209(3)
What Accommodations Can You Make for Students with Learning and Behavior Disabilities?
212(8)
Addressing Academic Needs
212(1)
Addressing Social and Emotional Needs
213(5)
Summary
218(1)
Applications in Teaching Practice: Using the INCLUDE Strategy with Students with High-Incidence Disabilities
219(1)
Other Students with Special Needs
220(38)
Learner Objectives
221(2)
Which Students Are Protected by Section 504?
223(2)
How Can You Accommodate Students with Attention Deficit-Hyperactive Disorder (ADHD)?
225(5)
Characteristics and Needs of Students with ADHD
225(2)
Interventions for Students with ADHD
227(3)
How Can You Accommodate Students Who Are Gifted and Talented?
230(6)
Characteristics and Needs of Students Who Are Gifted and Talented
231(2)
Interventions for Students Who Are Gifted and Talented
233(3)
What Are the Needs of Students from Culturally Diverse Backgrounds?
236(10)
Cultural Awareness
237(7)
Multicultural and Bilingual Education
244(2)
How Can You Meet the Needs of Students Who Are At Risk?
246(12)
Characteristics and Needs of Students At Risk
246(5)
Interventions for Students At Risk
251(4)
Summary
255(1)
Applications in Teaching Practice: Developing Strategies to Reach All of Your Students
256(2)
Assessing Student Needs
258(36)
Learner Objectives
259(1)
How Do Your Student Assessments Contribute to Special Education Decisions?
260(3)
Screening
260(1)
Diagnosis
261(1)
Program Placement
261(1)
Curriculum Placement
262(1)
Instructional Evaluation
262(1)
Program Evaluation
262(1)
What Information Sources Are Used in Programming for Students with Special Needs?
263(8)
Standardized Achievement Tests
263(3)
Psychological Tests
266(1)
Environmental Inventory Process
267(2)
Curriculum-Based Assessments
269(2)
What Kinds of Curriculum-Based Assessments Can You Create for Your Students?
271(13)
Probes of Basic Academic Skills
271(8)
Content-Area Assessments
279(5)
How Are Learning Probes Used to Make Special Education Decisions?
284(10)
Peer Comparison in Screening
284(1)
Fluency and Accuracy in Diagnosis
285(2)
Skill Mastery and Curriculum Placement
287(1)
Monitoring Student Progress and Instructional Evaluation
288(2)
Summary
290(1)
Applications in Teaching Practice: Collecting and Using Assessment Information
291(3)
Instructional Adaptations
294(44)
Learner Objectives
295(1)
How Can You Adapt Basic-Skills Instruction for Students with Special Needs?
296(7)
Teaching Preskills
297(1)
Selecting and Sequencing Examples
297(2)
Deciding the Rate of Introduction of New Skills
299(1)
Providing Direct Instruction and Opportunities for Practice and Review
300(3)
How Can You Adapt the Instruction of Subject-Area Content for Students with Special Needs?
303(19)
Activating Background Knowledge
304(3)
Organizing Content
307(9)
Teaching Terms and Concepts
316(6)
How Can You Improve Clarity in Written and Oral Communication?
322(7)
Clarity in Written Communication
322(2)
Clarity in Oral Communication
324(5)
What Adaptations Can You Make to Help Students Succeed in Independent Practice?
329(9)
Adapting Seatwork Assignments
329(1)
Providing Feedback on Independent Practice Activities
330(2)
Adapting Homework Assignments
332(2)
Adapting Materials for Students with Moderate to Severe Disabilities
334(1)
Summary
335(2)
Applications in Teaching Practice: Developing a Repertoire of Instructional Adaptations
337(1)
Strategies for Independent Learning
338(38)
Learner Objectives
339(2)
How Can You Encourage Student Self-Awareness and Self-Advocacy?
341(3)
How Can You Effectively Teach Independent Learning Strategies in Class?
344(6)
Assessing Current Strategy Use
344(2)
Clarifying Expectations
346(1)
Demonstrating Strategy Use
346(1)
Encouraging Students to Memorize Strategy Stpes
347(1)
Providing Guided and Independent Practice
348(2)
Administering Posttests
350(1)
What Are Some Examples of Successful Learning Strategies?
350(18)
Reading-Comprehension Strategies
350(4)
Note-Taking Strategies
354(4)
Writing Strategies
358(3)
Strategies for Problem Solving in Math
361(5)
Strategies for Managing Time and Resources
366(2)
How Can Students Learn to Use Strategies Independently?
368(8)
Self-Instruction
371(1)
Self-Monitoring
371(1)
Self-Questioning
372(1)
Self-Reinforcement
373(1)
Summary
374(1)
Applications in Teaching Practice: Designing Strategies for Independence
375(1)
Evaluating Student Learning
376(38)
Learner Objectives
377(1)
How Can Classroom Tests Be Adapted for Students with Special Needs?
378(15)
Adaptations before the Test
379(6)
Adaptations in Test Construction
385(2)
Adaptations Involving Test Administration
387(2)
Alternative Test-Grading Procedures
389(4)
How Can Report Card Grades Be Adapted for Students with Special Needs?
393(8)
Changes in Grading Criteria
394(4)
Changes to Letter and Number Grades
398(3)
Alternatives to Letter and Number Grades
401(1)
How Can Performance-Based Assessment Benefit Students with Special Needs?
401(6)
Developing and Evaluating Tasks for Performance-Based Assessment
403(3)
Adapting Performance-Based Assessments for Students with Disabilities
406(1)
How Can Portfolio Assessment Benefit Students with Special Needs?
407(7)
Using Portfolios to Maximum Advantage
408(1)
Using Portfolios with Students with Special Needs
409(3)
Summary
412(1)
Applications in Teaching Practice: Adapting Evaluations for Students with Special Needs
413(1)
Responding to Student Behavior
414(36)
Learner Objectives
415(2)
How Can You Prevent Discipline Problems?
417(2)
Instructional Environments Conducive to Learning
417(1)
Effective Classroom Communication
417(2)
Effective Teaching Methods
419(1)
How Can You Promote Positive Group Behavior?
419(4)
The Good Behavior Game
419(2)
Other Peer-Mediated Approaches
421(1)
Token Economy
421(2)
What Are Some Simple and Effective Responses to Individual Behavior?
423(3)
Minimum Interventions
424(1)
Managing Students' Surface Behaviors
425(1)
How Can You Respond to Individual Student Behavior When Simple Approaches Are Not Enough?
426(9)
Increasing Desirable Behaviors
427(2)
Decreasing Undesirable Behaviors
429(6)
How Can You Help Students Manage Their Own Behavior?
435(2)
Cognitive Behavior Management Strategies
435(1)
Teaching CBM Strategies
436(1)
How Can a Problem-Solving Approach Help You Respond to Student Behavior?
437(13)
Identifying the Behavior Problem
437(2)
Observing and Recording Student Behavior to Understand the Problem Better
439(4)
Developing a Plan
443(1)
Implementing the Plan
444(3)
Monitoring the Plan
447(1)
Summary
448(1)
Applications in Teaching Practice: Developing Strategies for Responding to Individual Student Behavior
448(2)
Approaches for Building Social Relatonships
450(35)
Learner Objectives
451(2)
What Is the Teacher's Role in Promoting Positive Social Interactions among Students with and without Disabilities?
453(5)
Creating Opportunities for Social Interactions
454(1)
Nurturing Support and Friendship
455(1)
Providing Positive Role Models
456(2)
How Can Teachers Provide Education about Individuals with Disabilities?
458(6)
Informing through Direct Instruction
459(1)
Using Video and Print Media
460(1)
Demonstrating and Using Adaptive Technology
461(1)
Arranging Simulation Activities
461(3)
How Can You Develop and Support Peer Tutoring?
464(6)
Developing Peer Tutoring Programs
465(3)
Supporting Peer Tutoring Programs
468(2)
How Can You Use Cooperative Learning Strategies to Facilitate Social Inclusion?
470(9)
Understanding the Rationale for Cooperative Learning
470(1)
Learning the Characteristics of Cooperative Learning Approaches
471(1)
Developing Cooperative Learning Programs
472(7)
How Can You Help Students with Disabilities Improve Their Social Skills?
479(6)
Using Informal Instruction
481(1)
Using Behavioral Interventions
481(1)
Using Social-Skills Training Programs
482(1)
Summary
483(1)
Applications in Teaching Practice: Planning for Promoting Positive Peer Relations
483(2)
Glossary485(10)
References495(15)
Name Index510(4)
Subject Index514

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