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

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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