Including Students with Special Needs: A Practical Guide for Classroom Teachers, 6th Edition

Cover Page......Page 1
Title Page......Page 2
Copyright......Page 3
Contents......Page 16
Learning Objectives......Page 27
Special Education Services......Page 29
Least Restrictive Environment......Page 30
Inclusive Practices......Page 31
The Development of Education for Students with Disabilities......Page 32
The Impact of the Civil Rights Movement on Special Education......Page 34
The Legislative Basis for Contemporary Special Education......Page 36
Understanding of Inclusive Practices......Page 40
Impact on Students, Parents, and Educators......Page 41
Putting the Pieces Together......Page 43
Categories of Disability in Federal Law......Page 45
A Cross-Categorical Approach to Special Education......Page 49
Other Students with Special Needs......Page 51
Summary......Page 53
Applications in Teaching Practice: Understanding Contemporary Special Education......Page 54
Learning Objectives......Page 55
General Education Teachers......Page 57
Special Education Teachers......Page 59
Related Service Providers and Other Specialists......Page 60
Parents and Students......Page 63
How Can You Decide Whether a Student Need Might Be a Disability?......Page 64
Analyze Unmet Needs......Page 65
Communicate Your Observations and Try Your Own Interventions......Page 66
How Do Students Obtain Special Services?......Page 67
Initial Consideration of Student Problems......Page 68
The Special Education Referral, Assessment, Eligibility, Planning,and Placement Process......Page 72
Decision Making for Special Services......Page 74
Monitoring Special Education Services......Page 75
Required Components of an IEP......Page 77
What Services Do Students with Disabilities Receive?......Page 81
Student Placement and Educational Environments......Page 82
Back to the Cases......Page 85
Applications in Teaching Practice: A Visit to an MDT Meeting......Page 86
Learning Objectives......Page 89
What Are the Basics of Collaboration?......Page 91
Characteristics of Collaboration......Page 92
Prerequisites for Collaboration......Page 94
Shared Problem Solving......Page 97
Co-Teaching......Page 101
Working on a Team......Page 104
Consultation......Page 106
The Complexity of Professional Collaboration......Page 108
Understanding the Perspective of Family Members......Page 109
Parents’ Reactions to Their Child’s Disability......Page 110
Collaborating with Parents......Page 112
Understanding Your Working Relationship with Paraprofessionals......Page 117
Collaborating with Paraprofessionals......Page 118
The Complexity of Collaborating with Paraprofessionals......Page 119
Summary......Page 120
Applications in Teaching Practice: Collaboration in the Washington School District......Page 121
Learning Objectives......Page 123
Screening......Page 125
Program Placement......Page 126
Curriculum Placement......Page 128
What Information Sources Are Used in Programming for Students with Special Needs?......Page 129
High-Stakes Achievement Tests......Page 130
Standardized Achievement Tests......Page 132
Psychological Tests......Page 133
Alternate Assessments......Page 134
Curriculum-Based Assessments......Page 136
Probes of Basic Academic Skills......Page 137
Curriculum-Based Assessments in Content Areas......Page 142
Peer Comparison in Screening......Page 146
Skill Mastery and Curriculum Placement......Page 149
Back to the Cases......Page 150
Applications in Teaching Practice: Collecting and Using Assessment Information......Page 151
Learning Objectives......Page 153
How Can the INCLUDE Strategy Help You Make Reasonable Accommodations for Students with Special Needs?......Page 155
Step 1: Identify Classroom Demands......Page 157
Step 2: Note Student Learning Strengths and Needs......Page 159
Step 4: Look for Potential Problem Areas......Page 160
Step 5: Use Information to Brainstorm Ways to Differentiate Instruction......Page 161
Step 6: Differentiate Instruction......Page 163
How Is an Inclusive Classroom Managed?......Page 164
Physical Organization......Page 166
Classroom Climate......Page 168
Behavior Management......Page 169
Use of Time......Page 170
Whole-Class or Large-Group Instruction......Page 172
One-to-One Instruction......Page 173
Learning Outcomes......Page 174
Textbooks......Page 175
Manipulatives and Models......Page 178
Technology......Page 180
Elements of Direct Instruction......Page 182
Indirect Methods of Instruction......Page 185
Scaffolding......Page 186
Independent Student Practice......Page 187
Summary......Page 189
Applications in Teaching Practice: Planning Accommodations in the Instructional Environment......Page 190
Learning Objectives......Page 191
What Are Low-Incidence Disabilities?......Page 194
Characteristics of Students with Autism Spectrum Disorders......Page 196
Students with Asperger Syndrome......Page 197
Accommodations for Students with Autism Spectrum Disorders......Page 198
What Accommodations Can You Make for Students with Moderate, Severe, or Multiple Disabilities?......Page 200
Characteristics of Students with Moderate to Severe Intellectual Disabilities......Page 202
Accommodations for Students with Moderate to Severe Intellectual Disabilities......Page 203
Deaf-Blindness......Page 206
Students with Visual Impairments......Page 208
Accommodations for Students with Visual Impairments......Page 209
Students with Hearing Loss......Page 210
Characteristics of Students Who are Deaf or Hard of Hearing......Page 212
Accommodations for Students Who are Deaf or Hard of Hearing......Page 213
Orthopedic Impairments......Page 215
Accommodations for Teaching Students with Orthopedic Impairments......Page 216
Other Health Impairments......Page 218
Accommodations for Traumatic Brain Injury......Page 219
Back to the Cases......Page 223
Applications in Teaching Practice: Planning for Students with Low-Incidence Disabilities......Page 224
Learning Objectives......Page 227
Understanding Speech Problems......Page 229
Understanding Language Problems......Page 231
Accommodations for Students with Communication Disorders......Page 233
Who Are Students with Learning and Behavioral Disabilities and What Are Their Academic Needs?......Page 234
Reading Skills......Page 237
Written Language Skills......Page 240
Learning Skills......Page 241
What Are the Social and Emotional Needs of Students with Learning and Behavioral Disabilities?......Page 244
Interpersonal Skills......Page 247
Personal and Psychological Adjustment......Page 248
Addressing Academic Needs......Page 249
Addressing Social and Emotional Needs......Page 250
Back to the Cases......Page 254
Applications in Teaching Practice: Using the INCLUDE Strategy with Students with High-Incidence Disabilities......Page 255
Learning Objectives......Page 257
Understanding Section 504......Page 260
Students Eligible for Services under Section 504......Page 262
How Can You Accommodate Students with Attention Deficit–Hyperactivity Disorder?......Page 263
Characteristics and Needs of Students with Attention Deficit–Hyperactivity Disorder......Page 264
Interventions for Students with Attention Deficit–Hyperactivity Disorder......Page 266
Families of Children with Attention Deficit–Hyperactivity Disorder......Page 268
How Can You Accommodate Students Who Are Gifted and Talented?......Page 270
Characteristics and Needs of Students Who Are Gifted and Talented......Page 271
Interventions for Students Who Are Gifted and Talented......Page 272
Diversity and Special Education......Page 275
Cultural Awareness......Page 276
Multicultural and Bilingual Education......Page 280
How Can You Meet the Needs of Students Who Are at Risk?......Page 281
Characteristics and Needs of Students at Risk......Page 282
Interventions for Students at Risk......Page 286
Back to the Cases......Page 288
Applications in Teaching Practice: Diversity in a High School Class......Page 289
Learning Objectives......Page 291
How Can You Make Accommodations for Students with Special Needs in Basic Skills Instruction?......Page 293
Selecting and Sequencing Examples......Page 294
Deciding the Rate of Introduction of New Skills......Page 297
Providing Direct Instruction and Opportunities for Practice and Review......Page 298
Activating Background Knowledge......Page 302
Organizing Content......Page 306
Teaching Terms and Concepts......Page 311
How Can You Improve Clarity in Written and Oral Communication?......Page 313
Clarity in Written Communication......Page 314
Clarity in Oral Communication......Page 315
How Can You Involve Parents in Teaching Their Children?......Page 318
What Accommodations Can You Make for Students to Help Them Succeed in Independent Practice?......Page 319
Differentiating Learning Center Activities......Page 320
Differentiating Homework Assignments......Page 321
How Can You Make Instructional Modifications for Students with Moderate to Severe Disabilities?......Page 322
Summary......Page 325
Applications in Teaching Practice: Developing a Repertoire of Instructional Accommodations......Page 326
Learning Objectives......Page 327
How Can You Encourage Student Self-Awareness, Self-Advocacy, and Self-Determination?......Page 330
How Can You Effectively Teach Independent Learning Strategies in Class?......Page 331
Clarify Expectations......Page 333
Encourage Students to Memorize Strategy Steps......Page 335
Provide Guided and Independent Practice......Page 336
Word-Identification and Reading Fluency Strategies......Page 337
Vocabulary Strategies......Page 338
Reading Comprehension Strategies......Page 339
Listening and Note-Taking Strategies......Page 343
Writing Strategies......Page 346
Strategies for Using Technology to Improve Student Writing......Page 350
Strategies for Problem Solving in Math......Page 351
Strategies for Managing Time and Resources......Page 355
Self-Instruction......Page 357
Self-Questioning......Page 358
Back to the Cases......Page 360
Applications in Teaching Practice: Designing Strategies for Independence......Page 361
Learning Objectives......Page 363
How Can Accommodations Be Made for Students with Special Needs When Giving Classroom Tests?......Page 365
Accommodations Before the Test......Page 366
Accommodations During the Test......Page 369
Accommodations After the Test......Page 371
How Can Accommodations in Report-Card Grading Be Made for Students with Special Needs?......Page 373
Grading Practices That Benefit All Students......Page 375
Using Individualized Grading with Students with Disabilities......Page 379
How Can Performance-Based Assessment Benefit Students with Special Needs?......Page 385
How Can Portfolio Assessment Benefit Students with Special Needs?......Page 388
Back to the Cases......Page 390
Applications in Teaching Practice: Making Accommodations When Evaluating Students with Special Needs......Page 391
Learning Objectives......Page 393
How Can You Use Positive Behavior Supports to Prevent Discipline Problems?......Page 396
Instructional Environments Conducive to Learning......Page 398
How Can You Promote Positive Group Behavior?......Page 399
Implement Peer-Mediated Instruction......Page 400
Use Group Contingencies......Page 404
Use Minimum Interventions......Page 405
How Can Functional Behavior Assessment and Behavior Intervention Plans Help You Respond to Serious Individual Behaviors?......Page 406
Rationale for Functional Behavior Assessment......Page 408
Verifying the Seriousness of the Problem......Page 410
Defining the Problem Behavior......Page 411
Collecting Data to Better Understand the Behavior......Page 412
Analyzing the Data and Forming Hypotheses......Page 414
Monitoring the Plan’s Effectiveness......Page 415
Increasing Desirable Behaviors......Page 416
Decreasing Undesirable Behaviors......Page 419
Using Behavior Contracts......Page 423
How Can You Help Students Manage Their Own Behavior?......Page 424
Teaching Cognitive Behavior Management Strategies......Page 425
Final Thoughts about Including Students with Special Needs and the INCLUDE Strategy......Page 426
Summary......Page 427
Applications in Teaching Practice: Developing Strategies for Responding to Individual Student Behavior......Page 428
Appendix: CEC Knowledge and Skill Standards Common Core......Page 430
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