RENT TEXTBOOKS

by: Lewis, Rena B.; Doorlag, Donald H.

ISBN: 9780136101246 | 0136101240

Teaching Students with Special Needs in General Education Classrooms, 8e, benefits all students in the Inclusion and Introduction to Special Education and Courses by providing teachers with the skills needed to deal with the complex and often perplexing diversity that lies behind the classroom door. All students, particularly those with special learning needs, deserve special care and special teaching. This reader-friendly, categorically organized text takes a case-based approach to contextualize the laws, organizational information, and teachi... MOREng methods educators need to know to teach all children effectively. Paying closer attention to the important ideas of Response to Intervention and Universal Design, assessment and the needs of English learners, and dedicating an entire new chapter to assistive technology, this comprehensive new edition continues to break new ground in preparing general educators for the challenges and opportunities of the inclusive classroom. Features Include: MyEducationLab!Margin notes throughout the text lead users to online, video-based assignments and lessons that deepen content comprehension. Student Storiespresented at the beginning of each chapter help the reader frame the content that will follow. Inclusion Tips for Teachers sections answer common questions regarding inclusion practices and offer practical tips for classroom teachers. Window on the Web features introduce readers to websites that offer valuable information about special education, general education, or the teaching-learning process. Spotlight on Technologysections feature up-to-date software and assistive technology devices recommended for students with special needs.

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I. Introduction to Inclusive Classrooms

Chapter 1--Success for All Students in the General Education Classroom

Chapter 2--Collaboration and the Team Approach

Chapter 3--Students with Disabilities and Other Types of Special Needs

Chapter 4--Diversity in Today’s Classrooms

 

II.  Skills for the General Education Teacher

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Chapter 5--Adapting Instruction

Chapter 6--Encouraging Positive Classroom Behavior

Chapter 7—Promoting Social Acceptance

Chapter 8—Coordinating the Classroom Learning Environment

Chapter 9--Assistive Technology

 

III. Strategies for Teaching Students with Disabilities

Chapter 10--Teaching Students with Learning Disabilities and Attention Deficit Hyperactivity Disorders

Chapter 11--Teaching Students with Intellectual Disabilities

Chapter 12--Teaching Students with Behavior Disorders

Chapter 13--Teaching Students with Communication Disorders

Chapter 14--Teaching Students with Autism Spectrum Disorder

Chapter 15--Teaching Students with Physical and Health Impairments

Chapter 16—Teaching Students with Visual and Hearing Impairments

 

IV. Strategies for Teaching Students with Other Types of Special Needs

Chapter 17— Teaching Students Who Are Gifted and Talented

Chapter 18--Teaching English Learners

 

 

Dr. Rena B. Lewis earned her Ph.D. at the University of Arizona, with a major in special education and minors in psychology and systems engineering. She began in special education as a teacher of children wtih mental retardation, although the majority of her work has been with students iwth learning disabilities. She is currently Associate Dean for Faculty development and Research in the College of Education at  San Diego State University.

 

A frequent contributor to the professional literature, Dr. Lewis is interested in instructional adaptations for students with special needs, classroom assessment techniques, and ways to use classroom technologies to improve literacy instruction. In addition to t his book, she is co-author with Dr. James A. McLoughlin of Assessing Students with Special Needs (7th edition). She was honored with an award by the International Reading Association for her report on research implications for teaching reading to students with learning disabilities.  Her current research interests center around literacy interventions for highly gifted children from linguistically diverse families.