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The Inclusive Classroom: Strategies for Effective Instruction

ISBN: 9780134964720 | 0134964721
Edition: 1st
Format: Paperback
Publisher: Prentice Hall
Pub. Date: 7/1/1999

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SummaryTable of Contents
For courses in Inclusion, Mainstreaming or Intro to Special Education. This text has a strong emphasis on inclusive teaching with a wealth of ideas and lessons for K-12 teaching strategies in the content areas. As highly respected researchers, the authors write from a fact-based perspective, which delivers proven strategies that will help both general and special education teachers instruct students with special needs most effectively.
Part I: The Fundamentals
Introduction to Inclusive Teaching
3(34)
What Were the Educational Rights for Individuals with Disabilities?
6(1)
... MORE
The Least-Restrictive Environment
7(5)
Where Are Students with Disabilities Served?
7(1)
Mainstreaming and Inclusion
7(2)
Who Is Served Under IDEA?
9(2)
Other Instances of Classroom Diversity
11(1)
Legal Foundations
12(5)
Legal Proceedings and Legislation
12(1)
Section 504
13(1)
Americans with Disabilities Act
13(1)
Individuals with Disabilities Education Act (IDEA)
14(3)
Models of Service Delivery
17(11)
The Continuum of Services
17(1)
Where Are Most Students with Disabilities Served?
18(1)
What Other Related Services Are Available?
19(1)
What Are Consultation Services?
19(1)
What Are Resource and Self-Contained Services?
20(1)
Regular Education Initiative
20(1)
Full-Inclusion Movement
21(4)
What Does This Debate mean for Teacher?
25(1)
Teacher Attitudes
25(3)
Teaching in Inclusive Settings: The PASS Variables for Promoting Effective Inclusive Instruction
28(9)
Prioritize Objectives
29(1)
Adapt Instruction, Materials, or the Environment
29(1)
Systematic Teaching, or the SCREAM Variables
30(1)
Systematic Evaluation
31(6)
Collaboration: partnerships and Procedures
37(34)
Collaboration to Establish Need
38(8)
Shared Goals
38(1)
Effective Communication
39(3)
Collaboration and Communication for Intervention
42(2)
The Intervention Process
44(2)
Collaboration for Referrals and Placements
46(12)
Collaboration as Partnerships
58(13)
Partnerships Between Special and Regular Educators
58(1)
Designing Adaptations
59(1)
Co-Teaching
59(2)
Collaboration with Paraprofessionals
61(1)
Parents and Families as Partners
62(9)
Teaching Students with Higher-Incidence Disabilities
71(32)
Communication Disorders
72(5)
Prevalence, Definitions, and Characteristics
72(1)
Causes of Communication Disorders
73(1)
Issues in Identification and Assessment of Communication Disorders
74(1)
Classroom Adaptations for Students with Communication Disorders
74(3)
Learning Disabilities
77(8)
Prevalence and Definitions of Learning Disabilities
77(2)
Causes of Learning Disabilities
79(1)
Issues in Identifications and Assessment of Learning Disabilities
80(1)
Characteristics of Learning Disabilities
80(3)
Classroom Adaptations for Students with Learning Disabilities
83(2)
Mental Retardation
85(7)
Prevalence and Definitions of Mental Retardation
85(1)
Causes of Mental Retardation
86(1)
Issues in Identification and Assessment of Mental Retardation
87(1)
Characteristics of Mental Retardation
88(2)
Classroom Adaptations for Students with Mental Retardation
90(2)
Behavioral Disorders and Serious Emotional Disturbance
92(11)
Prevalence and Definitions
92(1)
Causes of Emotional Disturbance
93(1)
Issues in Identification and Assessment
93(1)
Characteristics of Emotional Disturbance
93(2)
Classroom Adaptations for Students with Emotional Disabilities
95(8)
Lower-Incidence Disabilities
103(36)
Visual Disabilities
104(3)
Prevalence, Definitions, and Characteristics
104(1)
Classroom Adaptations for Students with Visual Disabilities
105(2)
Hearing Disabilities
107(6)
Prevalence, Definitions, and Characteristics
107(2)
Educational Programming
109(1)
Classroom Adaptations for Students with Hearing Disabilities
110(3)
Physical Disabilities and Other Health Impairments
113(13)
Prevalence, Definitions, and Characteristics
113(1)
Physical and Health-Related Disabilities
114(6)
Classroom Adaptations for Students with Physical and Other Health Impairments
120(6)
Severe and Multiple Disabilities
126(5)
Prevalence, Definitions, and Characteristics
126(1)
Classroom Adaptations for Students with Severe Disabilities
127(4)
Autism
131(8)
Prevalence, Definitions, and Characteristics
131(1)
Classroom Adaptations for Students with Autism
132(7)
Teaching Students with other Special Learning Needs
139(32)
Students Served Under Section 504
140(6)
Definitions, Prevalence, and Characteristics of Attention Deficit Hyperactivity Disorder
140(1)
Causes of ADHD
141(1)
Issues in Identification and Assessment of ADHD
141(2)
General Classroom Adaptations for Students with ADHD
143(3)
Gifted, Creative, and Talented
146(7)
Definitions, Prevalence and Characteristics of Gifted, Creative, and Talented
146(3)
Issues in Identification and Assessment of Gifted, Creative, and Talented
149(1)
General Classroom Accommodations for Students Who Are Gifted, Creative, and Talented
150(3)
Students Who Are Culturally and Linguistically Diverse
153(7)
Prevalence, Definitions, and Characteristics of Cultural and Linguistic Diversity
153(4)
Issues in Identification and Assessment
157(1)
General Classroom Adaptations for Students from Culturally and Linguistically Diverse Backgrounds
158(2)
Students at Risk
160(11)
Definitions, Prevalence, and Characteristics of Students at Risk
160(6)
Issues in Identification and Assessment of Students at Risk
166(1)
General Classroom Adaptations for Students at Risk
166(5)
Part II: Developing Effective Teaching Skills
Effective Instruction for All Students
171(34)
Overview of Effective Instruction
172(1)
Planning for Content Coverage
172(8)
Objectives
173(1)
Scope and Sequence
173(1)
Curriculum
173(1)
Pacing
174(1)
Planning for Learning
175(4)
Addressing Learning Problems
179(1)
Using Effective Teaching Strategies
180(25)
Maximizing Academic Engagement (Time on Task)
180(7)
Making Effective Teacher Presentations
187(8)
Monitoring Practice Activities
195(2)
Review
197(1)
Formative Evaluation
198(1)
Components of a Model Lesson
198(7)
Improving Classroom Behavior and Social Skills
205(40)
Managing Classroom Behavior
205(26)
Understanding Behavior Problems
206(1)
Observe and Record Classroom Behavior
207(3)
Use Effective Classroom Management Strategies
210(17)
Handling Confrontations
227(3)
Schoolwide Discipline Systems
230(1)
Teaching Social Skills
231(14)
Social Skills Assessment
233(2)
Train Students to Improve Social Skills
235(1)
Choose Curriculum Materials Thoughtfully
236(1)
Conduct On-the-Spot Training
236(2)
Train for Generalization
238(2)
Validate Treatments
240(5)
Promoting Inclusion with Classroom Peers
245(30)
Promoting Social Acceptance
246(1)
Circle of Friends
247(1)
Special Friends
247(1)
Peer Assistance
247(5)
What Is Peer Assistance?
247(1)
Peer Training
248(4)
Peer Tutoring
252(10)
Why Use Peer Tutoring?
252(4)
Tutoring to Improve Academic Skills and Attitudes
256(2)
Implementing a Tutoring Program
258(1)
Classwide Peer Tutoring
258(4)
Cooperative Learning
262(13)
Important Teacher Functions in Implementing Cooperative Learning
263(3)
Integrating Students with Special Needs into Cooperative Groups
266(2)
Types of Cooperative Group Arrangements
268(1)
Conflict Resolution
269(1)
Advantages and Limitations of Cooperative Learning
269(6)
Enhancing Motivation and Affect
275(32)
Preconditions for Improving Motivation and Affect
276(6)
Create and Supportive, Organized Classroom Environment
276(2)
Ensure Materials Are of an Appropriate Difficulty Level
278(1)
Ensure That Tasks Are Meaningful
279(1)
Create Task-Oriented, Not Ego-Oriented Classrooms
280(2)
Techniques for Improving Motivation and Affect
282(25)
Raising Students' Self-Esteem
282(1)
Provide Opportunities to Increase Self-Efficacy
282(3)
Teach Students to Set Goals
285(1)
Train Students to Use Positive Attributions
286(2)
Arrange Counseling Interventions When Needed
288(2)
Increase Students' Personal Investment in the Classroom
290(1)
Make Learning More Fun and Enjoyable
291(6)
Praise Students and Reward Their Efforts
297(10)
Improving Attention and Memory
307(30)
Attention
308(8)
Attention and Students with Special Needs
308(1)
Strategies for Improving Attention
308(8)
Memory
316(21)
Aspects of Memory
316(1)
Memory and Students with Special Needs
317(1)
Preconditions for Improving Memory
317(1)
Strategies for Improving Memory
317(9)
Improve Memory with Mnemonic Techniques
326(11)
Teaching Study Skills
337(36)
Tools to Develop Independent Learners
338(21)
Help Students Develop Personal Organizational Skills
338(11)
Promote Listening Skills
349(4)
Notetaking
353(6)
Research and Reference Skills
359(14)
Teach Library Skills
359(4)
Help Students Prepare Reports and Projects
363(10)
Assessment
373(38)
Types of Tests
374(2)
Adapting Tests for Students with Special Needs
376(9)
Norm-Referenced Tests
376(3)
Adapt Competency-Based Assessment
379(1)
Adapt Teacher-Made and Criterion-Referenced Tests
380(5)
Using Curriculum-Based Measurement
385(1)
Using Performance Assessment
386(8)
Using Portfolio Assessment
394(2)
Applications for Students with Special Needs
394(2)
Teaching Test-Taking Skills
396(7)
General Preparation Strategies
396(1)
Strategies for Standardized Tests
397(1)
Teach Specific Strategies for Standardized Tests
397(3)
Teacher-Made Tests
400(2)
Other Test-Taking Strategies
402(1)
Grading and Scoring
403(8)
Report Card Grades
403(8)
Part III: Teaching in the Content Areas
Literacy
411(48)
Reading
412(14)
Using Basal Textbooks
412(1)
The Whole Language Approach
413(1)
Reading Recovery
414(1)
Direct Instruction and Code Emphasis
415(8)
Adaptations for Promoting Word Identification
423(2)
Adaptations for Promoting Reading Fluency
425(1)
Technological Adaptations to Promote Reading
425(1)
Reading Comprehension
426(9)
Strategies for Teaching Reading Comprehension in Inclusive Settings
426(8)
Instructional Adaptations That Foster Reading Comprehension
434(1)
Written Expression
435(24)
Handwriting
435(3)
Spelling
438(4)
Written Communication
442(17)
Mathematics
459(48)
Mathematics Education
460(1)
Mathematics and Students with Disabilities
461(1)
Strategies for Teaching Math in Inclusive Settings
462(4)
Early Number Concepts
463(1)
Teaching Students to Count
463(1)
One-to-One Correspondence
464(1)
Helping students Master Numeration
464(1)
Introducing Geometry in Early Years
465(1)
Addition and Subtraction Concepts
466(41)
Counting with Number Lines
466(1)
Writing Numbers
467(1)
Understanding Symbols
467(1)
Addition and Subtraction Computation
468(1)
Remembering Addition and Subtraction Facts
469(3)
Place Value and Regrouping
472(4)
Teaching Early Problem Solving with Addition and Subtraction
476(1)
Multiplication and Division Concepts
477(1)
Multiplication and Division Facts
477(3)
Calculators
480(1)
Arithmetic Vocabulary
480(1)
Multiplication and Division Algorithms
481(2)
Error Analysis for Diagnosis
483(1)
Problem Solving
483(3)
Metacognition and Mathematics
486(1)
Money
486(2)
Time
488(2)
Fractions
490(1)
Decimals
491(1)
Area and Volume Concepts
491(2)
Algebra
493(4)
Mathematical Reasoning Problems
497(2)
Teach Functional math
499(8)
Science and Social Studies
507(42)
Adapting Textbook/Content-Oriented Approaches
508(20)
Adapting Science and Social Studies Instruction
508(1)
Effective Teacher Presentations
508(6)
Promoting Independent Learning from Textbooks
514(10)
Adapting Textbook Materials to Accommodate Diverse Learners
524(4)
Adapting Activities-Oriented Approaches in Science and Social Studies
528(12)
Adapting Science Activities
529(9)
Social Studies Adaptations
538(2)
Inquiry Learning in Science and Social Studies
540(9)
Promote Active Thinking with Guided Questioning
541(2)
Developmental Considerations
543(1)
Develop Students' Abilities to Use Deductive Reasoning
544(5)
Art, Music, Physical Education, Foreign Languages, Vocational Education, and Transitions
549(36)
Art, Music, and Physical Education
550(7)
Teaching Strategies
550(6)
Foreign Languages
556(1)
Vocational and Career Education
557(12)
Overview of Vocational and Career Education
557(1)
The Carl D. Perkins Vocational Education Act of 1984
557(3)
Modifications for Students with Special Needs
560(7)
Instructional Strategies
567(2)
Transitions
569(16)
What Does Transition Mean?
569(3)
Self-Advocacy and Self-Determination Preparation
572(4)
Assessment
576(1)
Curriculum
577(1)
Planning for Graduation
577(2)
Planning for Future Education
579(1)
Planning for Future Job Opportunities
580(1)
Planning for Independent Living Situations
580(5)
Appendix585(10)
Individualized Education Program
586(6)
Individualized Transition Plan
592(3)
References595(26)
Name Index621(8)
Subject Index629

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