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Teaching Students in Inclusive Settings : Adapting and Accommodating Instruction

by: Wood, Judy W.

Teaching Students in Inclusive Settings : Adapting and Accommodating Instruction

by: Wood, Judy W.

ISBN 13:
9780131181328
ISBN 10:
0131181327
Edition: 5th
Format: Paperback
Copyright: 06/21/2005
Publisher: Pearson

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Summary

This fifth edition offers explicit instructions and examples for working with students in the least restrictive environment based on the latest laws. It also includes user-friendly applications on how to adapt and accommodate instruction with respect to diversity, technology, collaboration, and standards-based education. Teaching Students in Inclusive Settings: Adapting and Accomodating Instructionhas always been based on four beliefs. Teachers should: *Teach students with special needs where they are instructionally, yet expose them to the general education curriculum *Help all student reach for their highest capabilities *Provide support and encouragement so all students can be successful *Maintain positive attitudes working with students and other professionals.General K-12 teachers and special educators.

Foundations	p. 2
History of Special Education	p. 5
Early History: A Brief Review	p. 5
The Modern Era: Setting the Stage	p. 6
Section 504: Civil Rights for Citizens with Disabilities	p. 7
The Education for All Handicapped Children Act	p. 8
Disability Legislation Post-IDEA	p. 19
Inclusion	p. 20
Idea and Access to General Education	p. 21
Five Faces of Inclusion	p. 22
Summary	p. 24
Collaboration Between Professional Educators and Families	p. 26
New Roles, New Challenges	p. 29
Collaboration	p. 30
Effective Communication for Successful Collaboration	p. 30
Collaboration Between the Special Educator and the General Educator	p. 31
Consultation	p. 33
Collaborative Consultation	p. 33
Co-Teaching	p. 36
Preparing to Co-Teach	p. 37
Teacher Support Teams	p. 46
The Importance of Administrative Support	p. 47
Parents as Partners	p. 47
Parents Know First	p. 48
Parent Conferences	p. 48
Paraeducators and Collaboration	p. 50
Summary	p. 52
Students with Low-Incidence Disabilities	p. 56
Mental Retardation	p. 59
Defining Mental Retardation	p. 59
Classroom Accommodations and Instructional Techniques	p. 59
Family Guidelines	p. 63
Autism Spectrum Disorders	p. 65
Defining Autism Spectrum Disorders	p. 66
Classroom Accommodations and Instructional Techniques	p. 66
Family Guidelines	p. 69
Significant Orthopedic and Other Health Impairments	p. 69
Defining Orthopedic and Other Health Impairments	p. 70
Classroom Accommodations and Instructional Techniques	p. 71
Family Guidelines	p. 75
Sensory Impairments	p. 76
Defining Sensory Impairment	p. 77
Summary	p. 85
Students with High-Incidence Disabilities	p. 88
Learning Disabilities	p. 91
Defining Learning Disabilities	p. 91
Prevalence of Learning Disabilities	p. 93
Characteristics of Students with Learning Disabilities	p. 94
Classroom Accommodations for Students with Learning Disabilities	p. 95
Speech-Language Disabilities	p. 98
Defining Speech-Language Disabilities	p. 98
Prevalence of Speech-Language Disabilities	p. 98
Characteristics of Students with Language Disabilities	p. 98
Characteristics of Students with Speech Disabilities	p. 99
Classroom Accommodations for Students with Speech-Language Disabilities	p. 100
Mild Cognitive Disabilities	p. 103
Defining Mild Cognitive Disabilities	p. 103
Prevalence of Mild Cognitive Disabilities	p. 104
Characteristics of Students with Mild Cognitive Disabilities	p. 104
Classroom Accommodations for Students with Mild Cognitive Disabilities	p. 106
Emotional or Behavioral Disorders	p. 107
Defining Emotional or Behavioral Disorders	p. 108
Prevalence of Emotional or Behavioral Disorders	p. 109
Characteristics of Students with Emotional or Behavioral Disorders	p. 110
Classroom Accommodations for Students with Emotional or Behavioral Disorders	p. 111
Working with Families of Students with High-Incidence Disabilities	p. 113
Assessment of Students with High-Incidence Disabilities	p. 115
High Stakes Assessments and Students with High-Incidence Disabilities	p. 116
Summary	p. 117
Students with Other Special Learning Needs	p. 122
Universal Instructional Design	p. 125
Technology	p. 127
Collaboration	p. 127
Students with Attention-Deficit/Hyperactivity Disorder	p. 128
Defining ADHD	p. 128
Classroom Accommodations and Techniques	p. 129
Learning Strategies and Techniques	p. 130
Strategies for Intervention	p. 130
Working with the Family	p. 131
Cultural Diversity	p. 132
Gifted and Talented	p. 132
Defining Gifted and Talented	p. 132
Classroom Accommodations and Techniques	p. 134
Strategies for Intervention	p. 137
Working with the Family	p. 139
Cultural and Linguistic Diversity	p. 140
Defining Cultural and Linguistic Diversity	p. 140
Classroom Accommodations and Techniques	p. 141
Strategies for Intervention	p. 142
Working with the Family	p. 142
Students Who Are at Risk	p. 143
Defining Students Who Are at Risk	p. 144
Classroom Accommodations and Techniques	p. 144
Strategies for Intervention	p. 150
Working with the Family	p. 151
Culture of Poverty	p. 154
Defining Poverty	p. 154
Classroom Accommodations and Techniques	p. 154
Strategies for Intervention	p. 155
Working with the Family	p. 155
Summary	p. 155
A Process of Delivering Special Education and Related Services	p. 162
Before Referral	p. 164
Requirements of IDEA	p. 164
Teaching as an Art and Science	p. 165
Prereferral	p. 165
Instructional Support Teams	p. 167
Referral	p. 169
Parent Involvement	p. 169
Screening of Referrals	p. 171
Formal Assessment	p. 172
Use of Test Data	p. 173
Assessment Instruments	p. 173
Identification	p. 174
Issues in Assessment and Identification	p. 175
Eligibility Determination	p. 175
Developing the IEP	p. 176
Present Level of Educational Performance	p. 176
Educational Goals and Objectives/Benchmarks	p. 177
Measuring Progress	p. 177
Participation in State- or District-Wide Testing	p. 177
Services	p. 177
IEP Team Considerations	p. 181
Ongoing Evaluation	p. 181
Transition Services	p. 182
Exit Criteria	p. 182
Summary	p. 182
Systematic Assessment for Inclusion: The Saale Model	p. 184
What Research Has to Say	p. 186
The Saale Model	p. 188
Logical Connections: Putting What You Know into the SAALE Model	p. 190
The Saale Model in the Big Picture	p. 193
Establishing a Common Vocabulary	p. 195
The Intervention/Transition Checklist	p. 196
The Saale Model and Universal Design	p. 200
The Saale Model's History	p. 203
The Saale Model and Upcoming Chapters	p. 203
Summary	p. 203
Table of Contents provided by Ingram. All Rights Reserved.

Amazon no longer offers textbook rentals. We do!

Teaching Students in Inclusive Settings : Adapting and Accommodating Instruction

Teaching Students in Inclusive Settings : Adapting and Accommodating Instruction

9780131181328

0131181327

Summary

Table of Contents

Supplemental Materials

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Amazon no longer offers textbook rentals. We do!

Teaching Students in Inclusive Settings : Adapting and Accommodating Instruction

Teaching Students in Inclusive Settings : Adapting and Accommodating Instruction

9780131181328

0131181327

Summary

Table of Contents

Supplemental Materials

Write a Review

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