With a new chapter on Response to Intervention and Progress Monitoring and with this approach integrated throughout the content area chapters, the fifth edition of this popular text continues to serve as an invaluable resource for teachers working with students in inclusive classrooms.
The author's strategic approach, engaging and accessible writing style, multi-chapter unit on curriculum adaptations, and strong emphasis on teaching secondary learners will allow teachers to meet the needs of all learners in their general education c... MORE
- “The 60-Second Lesson” features throughout all chapters present brief mini-lessons that provide specific, concrete examples of how a teacher can make a difference for students with disabilities or diverse needs in only one minute of time.
- “Tips for Teachers” in every chapter provide guidelines, strategies and step-by-step procedures to enhance teaching practices.
- Updated chapter opening interviews that feature teachers and specialists who work in inclusive classrooms
- “Activities for All Learners” features in each of the “content area” chapters present sample lessons that include objectives, procedures, and application suggestions for classroom implementation.
- Updated “Tech Tips” features in most chapters provide suggestions for technology tools that can be used in the classroom to enhance success for all learners, particularly students with special needs.
- NEW Margin URLs direct students to online resources that will provide them information and tools to help them better accommodate all learners in their classrooms.
Based on the belief that even small accommodations make a difference in the success of students with disabilities, this text provides classroom teachers with the knowledge, tools, and practical strategies that will empower them to spark learning in every student. From students with disabilities, culturally diverse students, and students with limited English proficiency to economically disadvantaged students this text provides teachers with the tools they need in their diverse classrooms. Revised to reflect the most current research, terminology and teaching practices, the strength of this text continues to be its numerous learning activities and sample lessons addressing both elementary and secondary classrooms. This edition continues its very popular multi- chapter unit on curriculum adaptations with specific strategies and activities for teaching reading, writing, and mathematics. With a new chapter on Response to Intervention and Progress Monitoring and full integration of the RTI framework, and the increase emphasis on middle and secondary students, this text continues its reign as an outstanding resource for all general education teachers.
0131381253 / 9780131381254 Teaching Students Who are Exceptional, Diverse, and at Risk in the General Education Classroom (with MyEducationLab)
Package consists of
0135140870 / 9780135140871 MyEducationLab -- Access Card
0137151799 / 9780137151790 Teaching Students Who are Exceptional, Diverse, and at Risk in the General Education Classroom
Part 1: Foundations
Ch. 1: Special Education and Inclusive Schooling
Ch. 2: Response to Intervention: Developing Success for All Learners
Ch. 3: Communicating and Collaborating with Other Professionals and Family
Ch. 5: Managing Student Behavior and Promoting Social Acceptance
Part 2: Categorical Differences
Ch. 6: Teaching Students with Learning Disabilities and Attention Deficit Hyperactivity Disorder
Ch. 7: Teaching Students with Communication Disorders
Ch. 8: Teaching Students with Emotional and Behavioral Disorders
Ch. 9: Teaching Students with Autism-Spectrum Disorders/Pervasive Developmental Disorders
Ch. 10: Teaching Students with Developmental Disabilities
Ch. 11: Teaching Student with Impairments, Disabilities, or Traumatic Brain Injury
Part 3: Teaching Practices
Ch. 12: Facilitating Reading
Ch. 13: Facilitating Writing
Ch. 14: Helping All Students Succeed in Math
Part 4: Secondary Instruction
Ch. 15: Differentiating Instruction and Assessment for Middle and High School Students
Ch. 16: Fostering Strategies for Student Independence
Sharon Vaughn holds the H. E. Hartfelder/Southland Corporation Regents Chair in Human Development and is currently the Director of the Meadows Center for Preventing Educational Risk at the University of Texas. She was the Editor-in-Chief of the Journal of Learning Disabilities and the Co-Editor of Learning Disabilities Research and Practice. She is the recipient of the AERA Special Education SIG distinguished researcher award. She is the author of more than 200 articles and 10 books that address the reading outcomes of students with learning difficulties, learning disabilities and English language learners. She is currently the Principal Investigator or Co-Principal Investigator on several Institute for Education Sciences, National Institute for Child Health and Human Development, and Office of Special Education Programs research grants investigating effective interventions for students with learning disabilities and behavior problems as well as students who are English language learners. She can be contacted at: email@example.com
Jeanne Shay Schumm is Professor of Literacy Education at University of Miami. She is currently Professor-in-Residence at the university’s Henry S. West Laboratory School where she directs the UM STARS Reading Laboratory. She has edited or co-authored 15 books including Promising Practices for Urban Reading Instruction (International Reading Association) and Reading Assessment and Instruction for All Learners (Guilford) as well as numerous research articles and book chapters. Her research interests include differentiated reading instruction and teacher education. She can be contacted at firstname.lastname@example.org