Inclusive Classroom, The: Strategies for Effective Differentiated Instruction, 6th edition

Published by Pearson (September 18, 2020) © 2021

  • Margo A. Mastropieri
  • Thomas E. Scruggs

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ISBN-13: 9780136941477 (2020 update)
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Brief Contents

PART 1 THE FUNDAMENTALS

  • Introduction to Inclusive Teaching
  • Collaboration: Partnerships and Procedures
  • Teaching Students with Higher-Incidence Disabilities
  • Teaching Students with Autism and Lower-Incidence Disabilities
  • Teaching Students with Other Special Learning Needs

PART 2 DEVELOPING EFFECTIVE TEACHING SKILLS

  • Effective Differentiated Instruction for All Students
  • Response to Intervention and Multi-Tiered Systems of Support
  • Improving Motivation and Social Behavior
  • Promoting Inclusion with Classroom Peers
  • Improving Attention and Memory
  • Teaching Study Skills
  • Assessment

PART 3 TEACHING IN THE CONTENT AREAS

  • Literacy
  • Mathematics
  • Science, Social Studies, and Transitions

PART 1 THE FUNDAMENTALS

  • CHAPTER 1: Introduction to Inclusive Teaching
    • LEARNING OUTCOMES
    • What Are the Educational Rights for Individuals with Disabilities?
    • The Least Restrictive Environment
      • Where Are Students with Disabilities Served?
      • Mainstreaming and Inclusion,
      • Who Is
    • Served Under IDEA?
    • Other Instances of Classroom Diversity,
    • Legal Foundations
      • Legal Proceedings and Legislation,
      • Section 504,
      • Americans with Disabilities Act,
      • Individuals with Disabilities Education Act (IDEA),
      • No Child Left Behind Act (NCLB) of 2001 and Every Student Succeeds Act (ESSA) of 2015,
    • Models of Service Delivery
      • The Continuum of Services,
      • Where Are Most Students with Disabilities Served?
      • What Are General Education Classroom and Consultation Services?
      • What Are Resource and Self-Contained Services?
      • Special Schools and Special Facilities,
      • What Other Related Services Are Available?
      • Full Inclusion,
      • What Does This Debate Mean for Teachers?
      • Teacher Attitudes,
    • SUMMARY
  • CHAPTER 2: Collaboration: Partnerships and Procedures
    • LEARNING OUTCOMES
    • Collaboration to Meet Students’ Needs
      • Shared Goals,
    • Effective Communication
      • Strategies for Communicating Effectively,
    • Collaboration and Communication for Intervention
      • General Education Prereferral Request,
      • The Intervention Process,
    • Collaboration for Referrals and Placements
    • Collaboration as Partnerships
      • Consultation Between Special and General Educators,
      • Co-Teaching,
      • Strategies for Collaborating with Paraprofessionals,
      • Strategies for Collaborating Effectively with Parents and Families,
    • SUMMARY
    • INCLUSION CHECKLIST
  • CHAPTER 3: Teaching Students with Higher-Incidence Disabilities
    • LEARNING OUTCOMES
    • Speech or Language Impairments
      • Prevalence, Definitions, and Characteristics of Speech or Language Impairments,
      • Causes of Speech or Language Impairments,
      • Identification and Assessment of Speech or Language Impairments,
      • Strategies for Making Adaptations for Students with Speech or Language Impairments,
    • Learning Disabilities
      • Prevalence and Definitions of Learning Disabilities,
      • Causes of Learning Disabilities,
      • Issues in Identification and Assessment of Learning Disabilities,
      • Characteristics of Learning Disabilities,
      • Strategies for Making Classroom Adaptations for Students with Learning Disabilities,
    • Intellectual Disabilities
      • Prevalence and Definitions of Intellectual Disabilities,
      • Causes of Intellectual Disabilities,
      • Issues in Identification and Assessment of Intellectual Disabilities,
      • Characteristics of Intellectual Disabilities,
      • Strategies for Making Classroom Adaptations for Students with Intellectual Disabilities,
    • Emotional Disturbance
      • Prevalence and Definitions of Emotional Disturbance,
      • Causes of Emotional Disturbance,
      • Issues in Identification and Assessment of Emotional Disturbance,
      • Characteristics of Emotional Disturbance,
      • Strategies for Making Classroom Adaptations for Students with Emotional Disturbance,
    • Attention Deficit Hyperactivity Disorder (ADHD)
      • Definitions, Prevalence, and Characteristics of ADHD,
      • Causes of ADHD,
      • Issues in Identification and Assessment of ADHD,
      • Strategies for Making Classroom Adaptations for Students with Attention Deficit Hyperactivity Disorder,
    • SUMMARY
    • INCLUSION CHECKLIST
  • CHAPTER 4: Teaching Students with Autism and Lower-Incidence Disabilities
    • LEARNING OUTCOMES
    • Autism
      • Prevalence, Definitions, and Characteristics of Autism,
      • Strategies for Making Classroom Adaptations for Students with Autism,
    • Physical Disabilities and Other Health Impairments
      • Prevalence, Definitions, and Characteristics of Physical Disabilities and Other Health Impairments,
      • Physical and Health-Related Disabilities,
      • Strategies for Making Classroom Adaptations for Students with Physical Disabilities and Other Health Impairments,
    • Severe and Multiple Disabilities
      • Prevalence, Definitions, and Characteristics of Severe and Multiple Disabilities,
      • Strategies for Making Classroom Adaptations for Students with Severe and Multiple Disabilities,
    • Visual Impairments
      • Prevalence, Definitions, and Characteristics of Visual Impairments,
      • Strategies for Making Classroom Adaptations for Students with Visual Impairments,
    • Hearing Impairments Including Deafness
      • Prevalence, Definitions, and Characteristics of Hearing Impairments,
      • Educational Programming,
      • Strategies for Making Classroom Adaptations for Students with Hearing Impairments,
    • SUMMARY
    • INCLUSION CHECKLIST
  • CHAPTER 5: Teaching Students with Other Special Learning Needs
    • LEARNING OUTCOMES
    • Gifted, Creative, and Talented
      • Definitions, Prevalence, and Characteristics of Gifted, Creative, and Talented,
      • Issues in Identification and Assessment of Gifted, Creative, and Talented,
      • Strategies for Making Adaptations for Students Who Are Gifted, Creative, and Talented,
    • Students Who Are Culturally and Linguistically Diverse
      • Prevalence, Definitions, and Characteristics of Culturally and Linguistically Diverse
    • Students,
    • Issues in Identification and Assessment of Culturally and Linguistically Diverse Students,
    • Strategies for Making Adaptations for Students from Culturally and Linguistically Diverse Backgrounds,
    • Students at Risk
      • Definitions, Prevalence, and Characteristics of Students at Risk,
      • Coordinating Instruction with Compensatory Education Programs,
      • Strategies for Making Adaptations for Students at Risk,
    • SUMMARY
    • INCLUSION CHECKLIST

PART 2: DEVELOPING EFFECTIVE TEACHING SKILLS

  • CHAPTER 6: Effective Differentiated Instruction for All Students
    • LEARNING OUTCOMES
    • What Is Differentiated Instruction?
    • Promoting Effective Differentiated Instruction: The PASS Variables
    • P: Prioritize Instruction
      • Strategies for Planning for Content Coverage,
    • A: Adapt Instructional Methods, Instructional Materials, or the Learning Environment
      • Strategies for Making Adaptations,
    • S: Systematically Teach with the SCREAM Variables
      • Strategies for Implementing the SCREAM Variables,
      • Strategies for Maximizing On-Task Behavior,
      • Strategies for Maximizing Time for Learning,
    • S: Systematically Evaluate the Outcomes of Your Instruction
      • Strategies for Promoting Systematic Evaluation of Instruction,
    • Putting the PASS Variables to Work: Including Model Lesson Components in Instruction
    • SUMMARY
    • INCLUSION CHECKLIST
  • CHAPTER 7: Response to Intervention and Multi-Tiered Systems of Support
    • LEARNING OUTCOMES
    • What Is RTI?
    • Schoolwide Screening, Progress Monitoring, and Data-Based Decision Making
      • Strategies for Administering Schoolwide Screening,
      • Strategies for Progress Monitoring and Data-Based Decision Making,
    • Tier 1: Effective Instruction in General Education
      • Features of Tier 1 Instruction,
      • Strategies for Implementation of Tier 1 Instruction,
    • Tier 2: Intervention to Remediate
      • Features of Tier 2 Instruction,
      • Strategies for Implementation of Tier 2 Instruction,
      • Considerations in Implementation of Tier 2 Instruction,
    • Tier 3: Individualized, Intensive Instruction
      • Strategies for Implementation of Tier 3 Instruction,
    • Fidelity of Implementation
      • Strategies for Determining Fidelity of Implementation,
      • Strategies for Implementing RTI at The Secondary Level,
    • Challenges with Implementing RTI
    • SUMMARY
    • INCLUSION CHECKLIST
  • CHAPTER 8: Improving Motivation and Social Behavior
    • LEARNING OUTCOMES
    • Setting the Stage for Academic Success
      • Strategies for Improving Motivation and Affect,
    • Improving Classroom Behavior and Social Skills
      • Managing Classroom Behavior,
      • Strategies for Observing and Recording Classroom Behavior,
      • Strategies for Using Effective Classroom Management Methods,
      • Strategies for Less-Intensive Classroom Management Methods,
      • Strategies for More Formal Classroom Management Methods,
      • Strategies for Handling Classroom Confrontations,
      • Strategies for Implementing Schoolwide Discipline Systems,
      • Strategies for Confronting Bullying,
    • Teaching Social Skills
      • Strategies for Social Skills Training,
    • SUMMARY
    • INCLUSION CHECKLIST
  • CHAPTER 9: Promoting Inclusion with Classroom Peers
    • LEARNING OUTCOMES
    • Peer-Supported Social Acceptance
      • Strategies for Promoting Social Acceptance,
    • Peer Assistance
      • Strategies for Enlisting Peer Assistance,
    • Peer Tutoring
      • Benefits of Peer Tutoring,
      • Strategies for Implementing a Tutoring Program,
      • Strategies for Promoting Learning with Classwide Peer Tutoring,
    • Cooperative Learning
      • Strategies for Implementing Cooperative Learning,
      • Advantages and Challenges of Cooperative Learning,
    • SUMMARY
    • INCLUSION CHECKLIST
  • CHAPTER 10: Improving Attention and Memory
    • LEARNING OUTCOMES
    • Attention
      • Attention and Students with Special Needs,
      • Strategies for Improving Attention,
      • Strategies for Addressing Extreme Cases of Attention Deficits,
    • Memory
      • Strategies for Improving Memory,
      • Strategies for Improving Memory with Mnemonic Techniques,
    • SUMMARY
    • INCLUSION CHECKLIST
  • CHAPTER 11: Teaching Study Skills
    • LEARNING OUTCOMES
    • Tools for Developing Independent Learners
      • Strategies for Developing Personal Organizational Skills,
      • Strategies for Promoting Listening Skills,
      • Strategies for Teaching Note-Taking Skills,
    • Research and Reference Skills
      • Strategies for Teaching Library Skills,
      • Strategies for Preparing Reports and Projects,
    • SUMMARY
    • INCLUSION CHECKLIST
  • CHAPTER 12: Assessment
    • LEARNING OUTCOMES
    • Types of Tests
      • Performance Assessments and Portfolio Assessments,
    • Adapting Tests for Students with Special Needs
      • Strategies for Administering Norm-Referenced Tests,
      • Strategies for Adapting Competency-Based Local and Statewide Assessment,
      • Strategies for Adapting Teacher-Made and Criterion-Referenced Tests,
      • Strategies for Using Curriculum-Based
    • Measurement,
    • Strategies for Using Performance Assessment,
    • Strategies for Using Portfolio Assessment,
    • Teach Test-Taking Skills
      • Strategies for Teaching Test-Taking Skills,
    • Grading
      • Strategies for Adapting Report Card Grading,
    • SUMMARY
    • INCLUSION CHECKLIST

PART 3: TEACHING IN THE CONTENT AREAS

  • CHAPTER 13: Literacy
    • LEARNING OUTCOMES
    • Approaches to Reading
      • Strategies for Implementing Approaches to Reading,
      • Common Core State Standards in Reading
      • Teaching Reading Skills
      • Strategies for Promoting Word Identification,
      • Strategies for Promoting Reading
    • Fluency,
    • Reading Comprehension
      • Strategies for Teaching Reading Comprehension,
      • Strategies for Implementing Multi-Tiered Reading Instruction with RTI,
    • Written Expression
      • Strategies for Improving Handwriting,
      • Strategies for Teaching Spelling,
      • Strategies for Teaching Written Communication,
    • SUMMARY
    • INCLUSION CHECKLIST
  • CHAPTER 14: Mathematics
    • LEARNING OUTCOMES
    • Mathematics Education
    • Mathematics and Students with Disabilities
    • Teaching Math in Inclusive Settings
      • Strategies for Teaching Beginning Math,
      • Strategies for Teaching Addition and Subtraction,
      • Strategies for Teaching Multiplication and Division,
      • Strategies for Teaching Problem Solving,
      • Strategies for Teaching About Money and Time,
      • Strategies for Teaching Fractions and Decimals,
      • Strategies for Teaching Area and Volume Concepts,
      • Strategies for Teaching Algebra,
      • Strategies for Teaching Functional Math,
    • SUMMARY
    • INCLUSION CHECKLIST
  • CHAPTER 15: Science, Social Studies, and Transitions
    • LEARNING OUTCOMES
    • Adapting Textbook-Oriented Approaches in Science and Social Studies
      • Common Core State Standards Relevant to Science and Social Studies,
      • Strategies for Effective Teaching in Science and Social Studies,
      • Strategies for Promoting Independent Learning from Textbooks,
      • Strategies for Adapting Textbook Materials,
    • Adapting Activities-Oriented Approaches in Science and Social Studies
      • Strategies for Adapting Science Activities,
      • Strategies for Adapting Life Science Activities,
      • Strategies for Adapting Earth Science Activities,
      • Strategies for Adapting Physical Science Activities,
      • Strategies for Adapting Social Studies Activities,
    • Inquiry Learning in Science and Social Studies
      • Strategies for Adapting Inquiry Learning Activities,
    • Transitions
      • Planning for Transition,
      • Strategies for Promoting Transitions,
      • Strategies for Transitioning for the Future,
    • SUMMARY
    • INCLUSION CHECKLIST

REFERENCES

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