Teaching Students with Special Needs in General Education Classrooms, 9th edition
Published by Pearson (January 7, 2016) © 2017
- Rena B. Lewis
- John J. Wheeler
- Stacy L. Carter Texas Tech University
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Revel
- Inspire engagement through active learning
- Provide an immersive reading experience
- Assess student progress with performance insights
REVEL™ is Pearson’s newest way of delivering our respected content. Fully digital and highly engaging, REVEL offers:
- Dynamic content matched to the way today's students read, think, and learn.
- A Reimagined Way to Learn and Study. Fully digital and highly engaging, REVEL™ gives students everything they need for the course – all in one fluid, integrated learning experience. Highlighting, note taking, and a glossary let students read and study however they like. Educators can add notes for students, too, including reminders or study tips.
- Videos and Interactives. Integrated within the narrative, videos and interactives empower students to engage with concepts and take an active role in learning. REVEL's unique presentation of media as an intrinsic part of course content brings the hallmark features of Pearson's bestselling titles to life. REVEL's media interactives have been designed to be completed quickly, and its videos are brief, so students stay focused and on task.
- Quizzing. Located throughout REVEL, quizzing affords students opportunities to check their understanding at regular intervals before moving on.
- A Fully Mobile Learning Experience. REVEL enables students to read and interact with course material on the devices they use, anywhere and anytime. Responsive design allows students to access REVEL on their tablet devices and smart phones, with content displayed clearly in both portrait and landscape view.
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- Superior assignability and tracking tools that help educators make sure students are completing their reading and understanding core concepts.
- Assignment Calendar. REVEL allows educators to indicate precisely which readings must be completed on which dates. This clear, detailed schedule helps students stay on task by eliminating any ambiguity as to which material will be covered during each class. And when students know what is expected of them, they're better motivated to keep up.
- Performance Dashboard. REVEL lets educators monitor class assignment completion as well as individual student achievement. It offers actionable information that helps educators intersect with their students in meaningful ways, such as points earned on quizzes and tests and time on task. Of particular note, the trending column reveals whether students' grades are improving or declining – which helps educators identify students who might need help to stay on track.
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Additionally, REVEL for Teaching Students with Special Needs in General Education Classrooms offers:
- Get a realistic view of student scenarios encountered in the classroom, and contextual relevance to the learning material:
- Links to videos in each chapter reinforce material and serve as prompts for instructors for class discussions of the material.
- Each chapter profiles individual studentswith a brief introduction and serves as a lead-in to advanced organizers on each chapter’s content.
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- Keep up to date on current knowledge, strategies, and instructional approaches–and become familiar with state-of-the-art practices:
- Completely revised, the book now includes 15 chapters (from 17 in the previous edition), all with updated references and revised and new content.
- NEW! Response to Intervention (RTI) is covered in an entire chapter (Ch. 8). Pre-service educators are familiarized with the utilization of this hot topic.
- NEW! Updated information on assistive technology reflects the most current practices and changes in the field.
- NEW! Information on autism spectrum disorders is incorporated to reflect the new diagnostic criteria recently published in the DSM-5 (Ch. 12).
- NEW! Information on the limitations of the discrepancy model for determining the presence of a learning disability is discussed and alternative models of assessment are described (Chs. 8 and 9).
- NEW! Newly developed alternative methods of conducting diagnostic assessments are discussed, taking into account the changes to federal law (Ch. 8).
-
REVEL™ is Pearson’s newest way of delivering our respected content. Fully digital and highly engaging, REVEL offers:
- Dynamic content matched to the way today's students read, think, and learn.
- A Reimagined Way to Learn and Study. Fully digital and highly engaging, REVEL™ gives students everything they need for the course — all in one fluid, integrated learning experience. Highlighting, note taking, and a glossary let students read and study however they like. Educators can add notes for students, too, including reminders or study tips.
- Videos and Interactives. Integrated within the narrative, videos and interactives empower students to engage with concepts and take an active role in learning. REVEL's unique presentation of media as an intrinsic part of course content brings the hallmark features of Pearson's bestselling titles to life. REVEL's media interactives have been designed to be completed quickly, and its videos are brief, so students stay focused and on task.
- Quizzing. Located throughout REVEL, quizzing affords students opportunities to check their understanding at regular intervals before moving on.
- A Fully Mobile Learning Experience. REVEL enables students to read and interact with course material on the devices they use, anywhere and anytime. Responsive design allows students to access REVEL on their tablet devices and smart phones, with content displayed clearly in both portrait and landscape view.
-
- Superior assignability and tracking tools that help educators make sure students are completing their reading and understanding core concepts.
- Assignment Calendar. REVEL allows educators to indicate precisely which readings must be completed on which dates. This clear, detailed schedule helps students stay on task by eliminating any ambiguity as to which material will be covered during each class. And when students know what is expected of them, they're better motivated to keep up.
- Performance Dashboard. REVEL lets educators monitor class assignment completion as well as individual student achievement. It offers actionable information that helps educators intersect with their students in meaningful ways, such as points earned on quizzes and tests and time on task. Of particular note, the trending column reveals whether students' grades are improving or declining — which helps educators identify students who might need help to stay on track.
-
Additionally, key content changes for REVEL for Teaching Students with Special Needs in General Education Classrooms include:
- Completely revised, the book now includes 15 chapters (from 17 in the previous edition), all with updated references and revised and new content.
- Response to Intervention (RTI) is covered in an entire chapter (Ch. 8). Pre-service educators are familiarized with the utilization of this hot topic.
- Updated information on assistive technology reflects the most current practices and changes in the field.
- Information on autism spectrum disorders is incorporated to reflect the new diagnostic criteria recently published in the DSM-5 (Ch. 12).
- Information on the limitations of the discrepancy model for determining the presence of a learning disability is discussed and alternative models of assessment are described (Chs. 8 and 9).
- Newly developed alternative methods of conducting diagnostic assessments are discussed, taking into account the changes to federal law (Ch. 8).
Part I. Introduction to Inclusive Classrooms
1.        Promoting Meaningful Learning Outcomes for All Students
2.        Collaboration and Teaming with Others
3.        Students with Disabilities and Other Types of Special Needs
4.        Promoting Acceptance of Diversity
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Part II. Essential Skills for the Inclusive Classroom Teacher
5.        Coordinating the Classroom Learning Environment
6.        Encouraging Positive Classroom Behavior
7.        Adapting Instruction
8.        Monitoring Student Performance using RTI
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Part III. Strategies for Teaching Students with Disabilities
9.        Teaching Students with Learning Disabilities
10.       Teaching Students with Speech or Language Disorders
11.       Teaching Students with emotional/Behavioral disorders
12.       Teaching Students with Autism Spectrum Disorder
13.       Teaching Students with Intellectual Disabilities
14.       Teaching Students with Physical and Health Impairments including ADHD
15.       Teaching Students with Visual and Hearing Impairments
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Glossary
References
Name Index
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Rena B. Lewis until her recent retirement, served as Associate Dean for Faculty Development and Research for the College of Education at San Diego State University. Prior to moving into Administration, Dr. Lewis was a Professor of Special Education at San Diego State University.
Dr. John Wheeler currently serves as the Director of the Center for Excellence in Early Childhood Learning and Development at East Tennessee State University and Professor of Special Education. His teaching and research interests have centered on the design of instructional and behavioral supports for children with autism and their families and in building capacity in schools located in underserved areas to address the needs of children with autism. He has co-authored five textbooks in these areas as well as
numerous research studies, invited book chapters and international and national presentations and served as project director and principal investigator on numerous grants aimed at the provision of technical assistance to rural and underserved schools. He is an editorial review board member for the journals Focus on Autism and Other Developmental Disabilities, Education and Training in Autism and Developmental Disabilities and the Journal of the International Association of Special Education.
Dr. Stacy Carter is an Associate Professor of Special Education at Texas Tech University where he is the Coordinator of the Graduate Certificate in Applied Behavior Analysis. Dr. Carter is a Nationally Certified School Psychologist, a Board Certified Behavior Analyst, and a licensed Special Education teacher. His research has focused on assessment and treatment of challenging behaviors with an emphasis on determining interventions that have considerable stakeholder acceptability. He has conducted numerous presentations, published several research studies, authored a resource book on social validity of behavior interventions, and co-authored a textbook on methods of instruction for individuals with autism spectrum disorder. Dr. Carter has worked extensively in schools and other settings providing services to individuals with disabilities.Â
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