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Teaching Special Students In General Education Classrooms

ISBN: 9780131486355 | 0131486357
Edition: 7th
Format: Paperback
Publisher: Pearson College Div
Pub. Date: 1/1/2006

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SummaryTable of Contents
For courses in Inclusion/Mainstreaming or Introduction to Special Education. This successful and comprehensive, categorically-organized methods-based text examines how to teach all students with varying abilities in the same classroom. The Seventh Edition of Teaching Special Students in General Education Classrooms is uncompromising in its dedication to prepare educators to effectively teach the range of students found in the typical elementary or secondary classroom. Using a case-based approach, the text provides information about four groups ... MORE
... MORE
PART I Introduction
Success for All Students in the General Education Classroom
2(22)
Inclusion in Today's Classrooms
4(1)
Students with Special Needs
5(2)
Historical Perspectives and Current Practices
7(3)
The Past
8(2)
The Present
10(1)
Benefits of Including Special Students
10(1)
The Role of Special Education
11(3)
Current Issues and Trends
14(6)
General Education Teachers and Special Students
20(2)
Activities
22(2)
Collaboration and the Team Approach
24(32)
Teams Serving Students with Special Needs
27(3)
Roles of Team Members
30(4)
Building Principals
30(1)
Special Education Administrators
31(1)
General Education Teachers
31(1)
Special Educators
32(1)
Parents and Students
32(1)
School Psychologists
32(1)
School Social Workers
33(1)
School Counselors
33(1)
School Nurses
33(1)
Other Team Members
33(1)
Collaboration in the Identification and Prereferral Stages
34(5)
Identification
34(1)
Prereferral Interventions
35(4)
Collaboration in Referral and Assessment
39(3)
Referral
39(3)
Assessment
42(1)
Collaboration in Designing the Individualized Education Program
42(5)
Types of Services for Students with Disabilities
47(7)
Special Education Program Options
48(2)
General Education Class Options
50(2)
Special Class Options
52(1)
More Restrictive Options
52(1)
Programs for Infants and Preschoolers with Disabilities
53(1)
Activities
54(2)
Special Students, Special Needs
56(22)
Special Students
58(11)
Students with Learning Disabilities
58(2)
Students with Behavioral Disorders
60(2)
Students with Mild Mental Retardation
62(2)
Students with Other Disabilities
64(2)
Other Special Students
66(3)
Special Needs
69(2)
Causes of Learning Problems
71(1)
Assessment of Special Learning Needs
71(1)
Classroom Assessment
71(1)
Assessment for Program Eligibility
72(1)
Skills for the General Education Teacher
72(2)
Activities
74(4)
PART II Skills for the General Education Teacher
Adapting Instruction
78(28)
Academic Problems in the Classroom
80(1)
Principles of Instruction
81(14)
Select Appropriate Learning Tasks
84(1)
Break the Learning Task into Teachable Subcomponents
85(1)
Use Systematic Instructional Procedures
86(3)
Consider Both Speed and Accuracy
89(1)
Maximize Engaged Time
90(1)
Give Clear Task Directions
90(1)
Provide Consequences for Successful Task Performance
91(2)
Check for Maintenance and Generalization
93(1)
If Change Is Needed, Try the Least Intrusive Intervention First
94(1)
Methods for Gathering Data
95(3)
Determine the Student's Current Levels of Performance
95(2)
Evaluate Progress
97(1)
Analyze Reasons for Task Failure
98(1)
Strategies for Adapting Instruction
98(4)
Modify Materials and Activities
100(1)
Change Teaching Procedures
100(1)
Alter Task Requirements
101(1)
Select an Alternate Task
102(1)
Making Test Accommodations
102(2)
Activities
104(2)
Managing Classroom Behavior
106(28)
Behavior Problems in the Classroom
108(1)
Principles of Managing Behavior
108(6)
Remember That Behavior Is Learned
109(1)
Consider Both the Antecedents and the Consequences of Behavior
109(1)
Reduce Behavior Management Problems with Careful Organization of the Classroom
110(1)
Increase the Occurrence of Behaviors by Reinforcement
110(2)
Decrease the Occurrence of Behaviors by Removing Reinforcers or Introducing Aversive Events
112(1)
Identify Consequences That Are Meaningful to Students
113(1)
Beware of Noneducational Interventions
113(1)
Methods for Gathering Data
114(6)
Direct Observation of Behavior
115(5)
Positive Strategies for Managing and Improving Behavior
120(11)
Establish Behavioral Expectations and Communicate Them to Students
120(2)
Prevent Inappropriate Conduct by Monitoring Behavior and Providing Feedback
122(1)
Reinforce Appropriate Behavior
122(1)
Provide Reinforcers That Are Valued by Students
123(1)
Use Token Economies to Deliver Reinforcers
124(2)
With Older Students, Use Contingency Contracts
126(1)
Teach Behaviors by Shaping
127(1)
Use Modeling to Improve Student Behavior
127(1)
Consider Involving Peers in Behavioral Programs
127(1)
Involve Students in Managing Their Own Behavior
128(1)
Involve Parents in Behavior Management Programs
129(2)
Activities
131(3)
Promoting Social Acceptance
134(22)
Social Problems in the Classroom
136(1)
Principles for Enhancing Social Acceptance
137(3)
Change Attitudes with Information
137(1)
Recognize the Similarities Between Special and General Education Students
138(1)
Prepare Students in the General Education Class for the Inclusion of Students with Disabilities
139(1)
Prepare Students with Disabilities for Inclusion
139(1)
Prepare Parents for the Inclusion of Students with Disabilities
140(1)
Methods for Gathering Data
140(2)
Strategies for Promoting Acceptance of Special Students
142(12)
Inform General Education Students About Disabilities
142(2)
Provide General Education Students with Experiences with Individuals with Disabilities
144(1)
Structure Interactions Between Typical Students and Students with Disabilities
144(5)
Improve the Social Skills of Students with Disabilities
149(1)
Introduce Students with Disabilities to the General Education Program According to Their Individual Needs
150(1)
Upgrade the Teacher's Information and Skills
150(1)
Communicate with and Involve Parents
150(4)
Activities
154(2)
Coordinating the Classroom Learning Environment
156(24)
Coordination Skills for the Teacher
158(1)
Arranging the Physical Environment
158(6)
Ensure a Safe and Barrier-Free Environment
158(2)
Make the Working Conditions Pleasant
160(1)
Obtain Appropriate Furniture and Special Equipment
160(1)
Arrange Space Functionally
161(3)
Consider Educational Goals in Making Seating Arrangements
164(1)
Organizing the Instructional Environment
164(6)
Organize Curricular Skills and Information
166(1)
Group Students for Instruction
166(1)
Set Up Systems for Monitoring Practice
167(2)
Provide Guidelines for Student Behavior
169(1)
Use Systematic Record-Keeping Procedures
170(1)
Using Educational Technologies
170(2)
Be Aware of Available Technologies
171(1)
Match Technologies with Educational Goals
172(1)
Managing Time and Other Resources
172(5)
Manage Instructional Time Effectively
173(1)
Select Learning Materials Wisely
173(2)
Recruit, Train, and Supervise Instructional Personnel
175(2)
Activities
177(3)
Teaching with Classroom Technologies
180(24)
Types of Technology
182(2)
Advantages and Disadvantages of Technology
183(1)
Universal Design and Accessibility for All
183(1)
Using Computers for Instruction
184(4)
Instructional Software
185(3)
Technology Tools for Students and Teachers
188(1)
The Internet as an Instructional Tool
188(6)
Browsing the Web
189(1)
Navigation Techniques
189(1)
Search Strategies
190(1)
Evaluating Websites
190(1)
E-Mail and Other Resources
190(4)
Assistive Technologies for Students with Disabilities
194(5)
Computer Adaptations
194(1)
Assistive Technologies for Students with Physical Impairments
195(1)
Communication Aids
196(1)
Assistive Technologies for Students with Visual Impairments
197(1)
Assistive Technologies for Students with Hearing Impairments
197(2)
Web Accessibility
199(1)
Teaching with Technology
199(2)
Activities
201(3)
PART III Methods for Teaching Students with Disabilities
Teaching Students with Learning Disabilities and Attention Deficit Hyperactivity Disorders
204(30)
Indicators of Learning Disabilities
206(1)
Assessment Procedures
207(6)
Special Services
213(1)
Classroom Adaptations
213(1)
Teaching Basic Skills
213(13)
Reading
214(7)
Handwriting, Spelling, and Written Expression
221(4)
Math
225(1)
Modifying Content-Area Instruction
226(2)
Reading Assignments
226(1)
Written Assignments and Exams
227(1)
Math Skills
228(1)
Adapting Instruction for Students with Attention Deficit Hyperactivity Disorders
228(5)
Activities
233(1)
Teaching Students with Mild Retardation and Severe Disabilities
234(26)
Indicators of Mental Retardation
236(1)
Assessment Procedures
237(3)
Special Services
240(1)
Classroom Adaptations
240(4)
Teaching Functional Academics
244(4)
The Unit Approach
244(1)
Functional Practice Activities
245(3)
Improving General Work Habits
248(2)
Attendance and Punctuality
249(1)
Work Completion
250(1)
Working with Others
250(1)
Strategies for Working with Students with Severe Disabilities
250(2)
Full Inclusion
252(5)
Activities
257(3)
Teaching Students with Behavioral Disorders
260(20)
Indicators of Behavioral Disorders
262(3)
Assessment Procedures
265(1)
Special Services
266(1)
Classroom Adaptations
267(2)
Controlling Disruptive Behaviors
269(4)
Tardiness
269(1)
Verbal Outbursts
270(1)
Excess Activity: Moving About the Classroom
271(1)
Social Relationships
271(2)
Teaching Study Skills
273(6)
Maintaining Attention
273(2)
Organizational Skills
275(1)
Increasing Accuracy
276(3)
Activities
279(1)
Teaching Students with Communication Disorders
280(16)
Indicators of Communication Disorders
282(1)
Assessment Procedures
283(2)
Special Services
285(2)
Classroom Adaptations
287(1)
Encouraging Oral Communication
287(2)
Teaching Language Skills
289(5)
Activities
294(2)
Teaching Students with Autism Spectrum Disorder
296(14)
Indicators of Autism Spectrum Disorder
298(1)
Assessment Procedures
299(1)
Special Services
300(2)
Classroom Adaptations
302(3)
Teaching Communication and Language
305(2)
Promoting Social Skills
307(2)
Activities
309(1)
Teaching Students with Physical and Health Impairments
310(22)
Indicators of Physical and Health Impairments
312(3)
Assessment Procedures
315(3)
Special Services
318(2)
Classroom Adaptations
320(1)
Meeting Physical and Health Needs
320(3)
Modifying the Physical Environment
323(1)
Adapting Instructional Activities
324(5)
Activities
329(3)
Teaching Students with Visual and Hearing Impairments
332(24)
Indicators of Visual and Hearing Impairments
335(3)
Assessment Procedures
338(1)
Special Services
339(1)
Classroom Adaptations
340(2)
Arranging the Learning Environment
342(1)
Modifying Instructional Procedures
342(10)
Activities
352(4)
PART IV Methods for Teaching Students with Other Needs in General Education
Teaching Students Who Are Gifted and Talented
356(22)
Definitions
358(1)
Indicators of Talent and Giftedness
359(6)
Assessment Procedures
365(1)
Classroom Adaptations
366(1)
Educational Options for Students Who Are Gifted and Talented
367(4)
Differentiated Program Models
367(1)
Differentiating Instructional Models
367(2)
Differentiated Curriculum Models
369(2)
Promoting Creativity and Problem Solving
371(3)
Assisting Students Who Are Underachieving
374(3)
Activities
377(1)
Teaching Culturally and Linguistically Diverse Students
378(16)
Diversity in the General Education Classroom
383(1)
Cultural Diversity
383(2)
Linguistic Diversity
385(2)
Assessment and Special Services
387(2)
Classroom Adaptations
389(2)
Promoting Acceptance of Diversity
391(2)
Activities
393(1)
Teaching Students at Risk for School Failure
394(22)
Dropouts
397(1)
Bill's Story
397(3)
Suicide
400(1)
The Stories of Jimmy and Jeanine
400(4)
Drug and Alcohol Abuse
404(1)
Students' Stories from Phoenix House
404(2)
Teenage Pregnancy and Sexually Transmitted Diseases
406(1)
The Stories of Barbara and Joshua
406(2)
Child Abuse and Neglect
408(1)
Kara's Story
408(4)
Eating Disorders
412(1)
Julie's Story
412(1)
Delinquency
413(1)
The Story of ``Scarface''
413(2)
Activities
415(1)
Epilogue Inclusion Today . . . and Tomorrow
416(7)
Past Mistakes
417(1)
Is Inclusion Working?
418(3)
Critical Issues for the Future
421(2)
Glossary423(6)
References429(26)
Author Index455(10)
Subject Index465

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