9780134450438

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Research-based classroom and content strategies for the inclusive classroom.

The Inclusive Classroom: Strategies for Effective Differentiated Instruction, Sixth Edition captures the best of inclusion practices. Using a non-categorical approach, Mastropieri and Scruggs explain the fundamentals of inclusive teaching, the most effective general teaching practices, and ways to differentiate instruction for specific content areas. Targeted teaching strategies show ways to improve all students' memory, attention, motivation, study skills, and peer interaction. Research Highlights features validate strategies and demonstrate why particular techniques are best practice. Filled with classroom-ready tips and checklists, this revision includes an expanded chapter on Response to Intervention (RTI) and Multi-Tiered Systems of Support (MTSS), more coverage of the Common Core State Standards (CCSS) and Universal Design for Learning (UDL), and the latest strategies relating to academic success.

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Pearson MyLab Education is an online homework, tutorial, and assessment program designed to work with the text to engage students and improve results. Within its structured environment, students see key concepts demonstrated through real classroom video footage, practice what they learn, test their understanding, and receive feedback to guide their learning and ensure they master key learning outcomes.

Margo Mastropieri, Ph.D., is University Professor Emerita, College of Education and Human Development, George Mason University. She has served as a Diagnostic-Remediator for the Learning Center at Mount Holyoke College, and as a classroom teacher for students with special needs, from preschool to secondary levels, in Massachusetts and Arizona. Prior to her present position, she served as University Professor of Special Education at George Mason University. Earlier she was a Professor of Special Education at Purdue University, and as Assistant Professor of Special Education at Utah State University, where she also worked as a researcher at the Early Intervention Research Institute. She earned her Ph.D. from Arizona State University. She has co-directed federally funded research projects in mnemonic strategy instruction, inclusive science and social studies education, and writing instruction at the elementary, middle school, and high school levels, in addition to directing undergraduate and doctoral level personnel preparation grants. From 1991 to 1997 she served as Co-Editor of Learning Disabilities Research & Practice, the journal of the Division for Learning Disabilities of the Council for Exceptional Children. From 1992 to 2011 she served as Co-Editor of the research annual Advances in Learning and Behavioral Disabilities (Emerald). From 2009 to 2015 she served as Co-Editor of Exceptional Children, the research journal for the Council for Exceptional Children. Among her publications are over 200 journal articles, 67 chapters in books, and 31 co-authored or co-edited books. In 2007, she was awarded the distinguished University Professor title from George Mason University. In 2008 she was the recipient of a Teaching Excellence Award at George Mason University, In 2010, she was the recipient of the Virginia Outstanding faculty Award, which is the Commonwealth’s highest honor for faculty at Virginia’s public and private colleges and universities.

Tom Scruggs is University Professor Emeritus, George Mason University. He served as a classroom teacher for students with special needs, including gifted students, from preschool to secondary levels in Massachusetts and Arizona. Prior to his present position, he served as University Professor of Special Education at George Mason University. Earlier he was a Professor of Special Education at Purdue University, where he also had served as Director of the Purdue Achievement Center; and as a Research Assistant Professor at Utah State University. He earned his Ph.D. from Arizona State University. He has directed or co-directed externally funded research projects in peer tutoring, test-taking skills, mnemonic strategy instruction, and inclusive science and social studies education, at the elementary, middle school, and high school levels. From 1991 to 1997 he served as Co-Editor of Learning Disabilities Research & Practice, the journal of the Division for Learning Disabilities of the Council for Exceptional Children. From 1992 to 2011 he served as Co-Editor of the research annual Advances in Learning and Behavioral Disabilities (Emerald). Since 2009 to 2015 he served as Co-Editor of Exceptional Children. Among his publications (mostly in collaboration with Margo Mastropieri) are over 200 journal articles, 61 chapters in books, and 32 co-authored or co-edited books. In 2010, he received the Scholarly Achievement Award from the College of Education and Human Development at George Mason University.

Both authors are the recipients of the 2006 “CEC Special Education Research Award,” as well as the 2011 “Distinguished Research Award” from the American Educational Research Association: Special Education Special Interest Group for their research efforts in working with and advocating on behalf of individuals with exceptionalities.

PART 1 THE FUNDAMENTALS

Introduction to Inclusive Teaching 3

Collaboration: Partnerships and Procedures 25

Teaching Students with Higher-Incidence Disabilities 53

Teaching Students with Autism and Lower-Incidence Disabilities 79

Teaching Students with Other Special Learning Needs 105

PART 2 DEVELOPING EFFECTIVE TEACHING SKILLS

Effective Differentiated Instruction for All Students 125

Response to Intervention and Multi-Tiered Systems of Support 153

Improving Motivation and Social Behavior 175

Promoting Inclusion with Classroom Peers 207

Improving Attention and Memory 229

Teaching Study Skills 255

Assessment 279

PART 3 TEACHING IN THE CONTENT AREAS

Literacy 307

Mathematics 343

Science, Social Studies, and Transitions 375

PART 1 THE FUNDAMENTALS

CHAPTER 1: Introduction to Inclusive Teaching 3

LEARNING OUTCOMES 3

What Are the Educational Rights for Individuals with Disabilities? 5 The Least Restrictive Environment 6

Where Are Students with Disabilities Served? 6 Mainstreaming and Inclusion, 6 Who Is

Served Under IDEA? 7 Other Instances of Classroom Diversity, 9

Legal Foundations 9

Legal Proceedings and Legislation, 9 Section 504, 10 Americans with Disabilities Act, 11

Individuals with Disabilities Education Act (IDEA), 12 No Child Left Behind Act (NCLB) of 2001 and Every Student Succeeds Act (ESSA) of 2015, 14

Models of Service Delivery 16

The Continuum of Services, 16 Where Are Most Students with Disabilities Served? 17

What Are General Education Classroom and Consultation Services? 17 What Are Resource and Self-Contained Services? 18 Special Schools and Special Facilities, 18 What Other Related Services Are Available? 19 Full Inclusion, 19 What Does This Debate Mean for Teachers? 20 Teacher Attitudes, 21

SUMMARY 23

CHAPTER 2: Collaboration: Partnerships and Procedures 25

LEARNING OUTCOMES 25

Collaboration to Meet Students’ Needs 27

Shared Goals, 27

Effective Communication 27

Strategies for Communicating Effectively, 27

Collaboration and Communication for Intervention 30

General Education Prereferral Request, 30 The Intervention Process, 32

Collaboration for Referrals and Placements 34 Collaboration as Partnerships 43

Consultation Between Special and General Educators, 43 Co-Teaching, 43

Strategies for Collaborating with Paraprofessionals, 45 Strategies for Collaborating Effectively with Parents and Families, 46

SUMMARY 49

INCLUSION CHECKLIST 50

CHAPTER 3: Teaching Students with Higher-Incidence Disabilities 53

LEARNING OUTCOMES 53

Speech or Language Impairments 54

Prevalence, Definitions, and Characteristics of Speech or Language Impairments, 54

Causes of Speech or Language Impairments, 54 Identification and Assessment of Speech or Language Impairments, 55 Strategies for Making Adaptations for Students with Speech or Language Impairments, 55

Learning Disabilities 57

Prevalence and Definitions of Learning Disabilities, 57 Causes of Learning Disabilities, 58

Issues in Identification and Assessment of Learning Disabilities, 58 Characteristics of Learning Disabilities, 59 Strategies for Making Classroom Adaptations for Students with Learning Disabilities, 60

Intellectual Disabilities 62

Prevalence and Definitions of Intellectual Disabilities, 62 Causes of Intellectual Disabilities, 64

Issues in Identification and Assessment of Intellectual Disabilities, 64 Characteristics of Intellectual Disabilities, 64 Strategies for Making Classroom Adaptations for Students with Intellectual Disabilities, 66

Emotional Disturbance 68

Prevalence and Definitions of Emotional Disturbance, 68 Causes of Emotional Disturbance, 68

Issues in Identification and Assessment of Emotional Disturbance, 68 Characteristics of Emotional Disturbance, 69 Strategies for Making Classroom Adaptations for Students with Emotional Disturbance, 69

Attention Deficit Hyperactivity Disorder (ADHD) 72

Definitions, Prevalence, and Characteristics of ADHD, 72 Causes of ADHD, 73 Issues in Identification and Assessment of ADHD, 73 Strategies for Making Classroom Adaptations for Students with Attention Deficit Hyperactivity Disorder, 74

SUMMARY 76

INCLUSION CHECKLIST 77

CHAPTER 4: Teaching Students with Autism and Lower-Incidence Disabilities 79

LEARNING OUTCOMES 79

Autism 79

Prevalence, Definitions, and Characteristics of Autism, 79 Strategies for Making Classroom Adaptations for Students with Autism, 80

Physical Disabilities and Other Health Impairments 83

Prevalence, Definitions, and Characteristics of Physical Disabilities and Other Health Impairments, 83 Physical and Health-Related Disabilities, 84 Strategies for Making Classroom Adaptations for Students with Physical Disabilities and Other Health Impairments, 88

Severe and Multiple Disabilities 92

Prevalence, Definitions, and Characteristics of Severe and Multiple Disabilities, 92 Strategies for Making Classroom Adaptations for Students with Severe and Multiple Disabilities, 93

Visual Impairments 97

Prevalence, Definitions, and Characteristics of Visual Impairments, 97 Strategies for Making Classroom Adaptations for Students with Visual Impairments, 98

Hearing Impairments Including Deafness 99

Prevalence, Definitions, and Characteristics of Hearing Impairments, 99 Educational Programming, 100 Strategies for Making Classroom Adaptations for Students with Hearing Impairments, 101

SUMMARY 102

INCLUSION CHECKLIST 103

CHAPTER 5 : Teaching Students with Other Special Learning Needs 105

LEARNING OUTCOMES 105

Gifted, Creative, and Talented 105

Definitions, Prevalence, and Characteristics of Gifted, Creative, and Talented, 105

Issues in Identification and Assessment of Gifted, Creative, and Talented, 107 Strategies for Making Adaptations for Students Who Are Gifted, Creative, and Talented, 107

Students Who Are Culturally and Linguistically Diverse 108

Prevalence, Definitions, and Characteristics of Culturally and Linguistically Diverse

Students, 108 Issues in Identification and Assessment of Culturally and Linguistically Diverse Students, 112 Strategies for Making Adaptations for Students from Culturally and Linguistically Diverse Backgrounds, 113

Students at Risk 116

Definitions, Prevalence, and Characteristics of Students at Risk, 116 Coordinating Instruction with Compensatory Education Programs, 120 Strategies for Making Adaptations for Students at Risk, 120

SUMMARY 121

INCLUSION CHECKLIST 122

PART 2 : DEVELOPING EFFECTIVE TEACHING SKILLS

CHAPTER 6: Effective Differentiated Instruction for All Students 125

LEARNING OUTCOMES 125

What Is Differentiated Instruction? 125

Promoting Effective Differentiated Instruction: The PASS Variables 127

P: Prioritize Instruction 127

Strategies for Planning for Content Coverage, 127

A: Adapt Instructional Methods, Instructional Materials, or the Learning Environment 129

Strategies for Making Adaptations, 130

S: Systematically Teach with the SCREAM Variables 136

Strategies for Implementing the SCREAM Variables, 136 Strategies for Maximizing On-Task Behavior, 141 Strategies for Maximizing Time for Learning, 144

S: Systematically Evaluate the Outcomes of Your Instruction 146

Strategies for Promoting Systematic Evaluation of Instruction, 147

Putting the PASS Variables to Work: Including Model Lesson Components in Instruction 149

SUMMARY 150

INCLUSION CHECKLIST 151

CHAPTER 7: Response to Intervention and Multi-Tiered Systems of Support 153

LEARNING OUTCOMES 153

What Is RTI? 154

Schoolwide Screening, Progress Monitoring, and Data-Based Decision Making 155

Strategies for Administering Schoolwide Screening, 155 Strategies for Progress Monitoring and Data-Based Decision Making, 156

Tier 1: Effective Instruction in General Education 163

Features of Tier 1 Instruction, 163 Strategies for Implementation of Tier 1 Instruction, 164

Tier 2: Intervention to Remediate 164

Features of Tier 2 Instruction, 165 Strategies for Implementation of Tier 2 Instruction, 165

Considerations in Implementation of Tier 2 Instruction, 167

Tier 3: Individualized, Intensive Instruction 167

Strategies for Implementation of Tier 3 Instruction, 168

Fidelity of Implementation 168

Strategies for Determining Fidelity of Implementation, 169

Strategies for Implementing RTI at The Secondary Level, 170

Challenges with Implementing RTI 171

SUMMARY 172

INCLUSION CHECKLIST 173

CHAPTER 8: Improving Motivation and Social Behavior 175

LEARNING OUTCOMES 175

Setting the Stage for Academic Success 175

Strategies for Improving Motivation and Affect, 176

Improving Classroom Behavior and Social Skills 184

Managing Classroom Behavior, 184 Strategies for Observing and Recording Classroom Behavior, 184 Strategies for Using Effective Classroom Management Methods, 187

Strategies for Less-Intensive Classroom Management Methods, 187 Strategies for More Formal Classroom Management Methods, 189 Strategies for Handling Classroom Confrontations, 195 Strategies for Implementing Schoolwide Discipline Systems, 196

Strategies for Confronting Bullying, 198

Teaching Social Skills 200

Strategies for Social Skills Training, 201

SUMMARY 203

INCLUSION CHECKLIST 204

CHAPTER 9: Promoting Inclusion with Classroom Peers 207

LEARNING OUTCOMES 207

Peer-Supported Social Acceptance 207

Strategies for Promoting Social Acceptance, 207

Peer Assistance 208

Strategies for Enlisting Peer Assistance, 209

Peer Tutoring 211

Benefits of Peer Tutoring, 214 Strategies for Implementing a Tutoring Program, 215

Strategies for Promoting Learning with Classwide Peer Tutoring, 215

Cooperative Learning 219

Strategies for Implementing Cooperative Learning, 219 Advantages and Challenges of Cooperative Learning, 224

SUMMARY 226

INCLUSION CHECKLIST 227

CHAPTER 10: Improving Attention and Memory 229

LEARNING OUTCOMES 229

Attention 229

Attention and Students with Special Needs, 229 Strategies for Improving Attention, 230

Strategies for Addressing Extreme Cases of Attention Deficits, 234

Memory 236

Strategies for Improving Memory, 236 Strategies for Improving Memory with Mnemonic Techniques, 242

SUMMARY 252

INCLUSION CHECKLIST 253

CHAPTER 11: Teaching Study Skills 255

LEARNING OUTCOMES 255

Tools for Developing Independent Learners 256

Strategies for Developing Personal Organizational Skills, 256 Strategies for Promoting Listening Skills, 263 Strategies for Teaching Note- Taking Skills, 267

Research and Reference Skills 271

Strategies for Teaching Library Skills, 272 Strategies for Preparing Reports and Projects, 274

SUMMARY 276

INCLUSION CHECKLIST 277

CHAPTER 12 : Assessment 279

LEARNING OUTCOMES 279

Types of Tests 279

Performance Assessments and Portfolio Assessments, 280

Adapting Tests for Students with Special Needs 282

Strategies for Administering Norm-Referenced Tests, 282 Strategies for Adapting Competency-Based Local and Statewide Assessment, 284 Strategies for Adapting Teacher-Made and Criterion-Referenced Tests, 286 Strategies for Using Curriculum-Based

Measurement, 289 Strategies for Using Performance Assessment, 290 Strategies for Using Portfolio Assessment, 291

Teach Test-Taking Skills 295

Strategies for Teaching Test-Taking Skills, 295

Grading 300

Strategies for Adapting Report Card Grading, 300

SUMMARY 302

INCLUSION CHECKLIST 303

PART 3: TEACHING IN THE CONTENT AREAS
CHAPTER 13: Literacy 307 LEARNING OUTCOMES 307

Approaches to Reading 308

Strategies for Implementing Approaches to Reading, 308 Common Core State Standards in Reading 311 Teaching Reading Skills 312

Strategies for Promoting Word Identification, 312 Strategies for Promoting Reading

Fluency, 316

Reading Comprehension 318

Strategies for Teaching Reading Comprehension, 318 Strategies for Implementing Multi-Tiered Reading Instruction with RTI, 326

Written Expression 327

Strategies for Improving Handwriting, 327 Strategies for Teaching Spelling, 329 Strategies for Teaching Written Communication, 332

SUMMARY 338

INCLUSION CHECKLIST 339

CHAPTER 14: Mathematics 343

LEARNING OUTCOMES 343

Mathematics Education 343

Mathematics and Students with Disabilities 344 Teaching Math in Inclusive Settings 345

Strategies for Teaching Beginning Math, 346 Strategies for Teaching Addition and

Subtraction, 347 Strategies for Teaching Multiplication and Division, 355 Strategies for Teaching Problem Solving, 361 Strategies for Teaching About Money and Time, 363

Strategies for Teaching Fractions and Decimals, 364 Strategies for Teaching Area and Volume Concepts, 366 Strategies for Teaching Algebra, 367 Strategies for Teaching Functional Math, 371

SUMMARY 372

INCLUSION CHECKLIST 373

CHAPTER 15: Science, Social Studies, and Transitions 375

LEARNING OUTCOMES 375

Adapting Textbook-Oriented Approaches in Science and Social Studies 376

Common Core State Standards Relevant to Science and Social Studies, 376 Strategies for Effective Teaching in Science and Social Studies, 377 Strategies for Promoting Independent Learning from Textbooks, 379 Strategies for Adapting Textbook Materials, 385

Adapting Activities-Oriented Approaches in Science and Social Studies 391

Strategies for Adapting Science Activities, 391 Strategies for Adapting Life Science Activities, 394 Strategies for Adapting Earth Science Activities, 395 Strategies for Adapting Physical Science Activities, 396 Strategies for Adapting Social Studies Activities, 397

Inquiry Learning in Science and Social Studies 400

Strategies for Adapting Inquiry Learning Activities, 400

Transitions 402

Planning for Transition, 402 Strategies for Promoting Transitions, 403 Strategies for Transitioning for the Future, 407

SUMMARY 409

INCLUSION CHECKLIST 410

REFERENCES 412

NAME INDEX 445

SUBJECT INDEX 450

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MyLab Education with Enhanced Pearson eText -- Access Card -- for The Inclusive Classroom Strategies for Effective Differentiated Instruction

MyLab Education with Enhanced Pearson eText -- Access Card -- for The Inclusive Classroom Strategies for Effective Differentiated Instruction

0134450434

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