Teaching Students with Special Needs in Inclusive Settings6th Edition
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This highly praised text takes a categorical approach to covering the opportunities and challenges in creating inclusive classrooms for all students. IEP coverage, new material on Response to Intervention, chapters on both elementary and secondary classrooms as well as new features on differentiating instruction in both elementary and secondary classrooms provide the most coverage in the field of the instructional processes general education teachers will need to know to address the needs of all learners.
Part 1: Foundations of Inclusion
1. Inclusive Education: An Introduction
2. Professional and Home-School Collaboration
3. Identifying and Programming for Student Needs
4. Managing and Differentiating Classrooms
Part 2: Teaching Students with Special Needs
5. Teaching Students with Learning Disabilities
6. Teaching Students with Emotional and Behavioral Disorders
7. Teaching Students with Intellectual Disabilities
8. Teaching Students with attention Deficit/Hyperactivity Disorders
9. Teaching Students with Autism Spectrum Disorders
10. Teaching Students with Sensory Impairments
11. Teaching Students with Low-Incidence Disabilities
12. Teaching Students with Speech and Language Disorders
13. Teaching Students with Special Gifts and Talents
14. Teaching Students who are At Risk
Part 3: Applying Inclusive Practice
15. Teaching Students with Special Needs in Elementary Schools
16. Teaching Students with Special Needs in Secondary Schools
- Sample IEP for an Elementary Student
- Sample IEP for a Middle School Student
- Sample IEP for a Secondary School Student
All chapters begin with a mini case study, with questions to consider about one student who exemplifies chapter topics.
In each chapter we revisit this student in the Selected IEP Goals and Objectives, looking at the appropriate construction of this important document to suit the needs of this individual student.
We return to this student, re-examining his or her needs in the Tips for Adapting a Lesson feature in each chapter. This feature examines the best classroom instruction for this particular student, and helps readers apply chapter concepts of differentiation as well as classroom instruction.
New! Differentiating Elementary Instruction: These features propose specific ideas for designing instruction to meet individual needs in elementary classrooms.
New! Differentiating Secondary Instruction: These features propose specific ideas for designing instruction to meet individual needs in secondary classrooms.
Rights and Responsibilities: These features examine legal cases and issues that impact the instructional process for students with special needs.
Personal Spotlights: Features in every chapter profile real teachers, parents of children with special needs, and students with special needs themselves, letting readers connect chapter content with real life situations and providing insight into the multifaceted experiences of people most affected by the challenges of inclusion.
New! Characteristics and Implications: These chapter elements clarify the characteristics of each disability category and pinpoint instructional implications teachers need to be aware of.
New! Cross Chapter references: These margin notes help you make the content connections across chapters.
Tom E. C. Smith is currently Dean of the College of Education and Health Professions, and University Professor of Special Education at the University of Arkansas. He has been on the faculties of the University of Arkansas at Little Rock, University of Alabama at Birmingham, and the University of Arkansas for Medical Sciences. Prior to receiving his Ed. D. from Texas Tech University, he taught children with intellectual disabilities, learning disabilities, and autism at the elementary and secondary levels. President Clinton appointed him to three terms on the President’s Committee on Mental Retardation. He has served as the Executive Director of the Division on Autism and Developmental Disabilities of the Council for Exceptional Children since 1996. His current professional interests focus on teacher education and legal issues and special education.
Edward A. Polloway is the Rosel H. Schewel Professor of Education and Human Development at Lynchburg College in Virginia, where he has taught since 1976. He also serves as Vice President for Community Advancement and Dean of Graduate Studies. He received his doctoral degree from the University of Virginia and his undergraduate degree from Dickinson College in Pennsylvania. He has served twice as president of the Division on Mental Retardation and Developmental Disabilities of the Council for Exceptional Children and also on the board of directors of the Council for Learning Disabilities. He also served on the committee that developed the 1992 definition of mental retardation for the American Association on Intellectual Disabilities. He is the author of 20 books and over 100 articles n the field of special education with primary interests in the areas of learning disabilities and intellectual disabilities.
James R. Patton is an Educational Consultant and Adjunct Associate Professor at the University of Texas at Austin. He received his Ed. D. from the University of Virginia. He is a former high school biology teacher and elementary-level special education resource teacher. He has also taught students who were gifted and those who were gifted/learning disabled. His professional interests include transition, life skills instruction, adult issues related to individuals with special needs, behavior intervention planning, and classroom accommodations. He has served on national boards of the Division on Developmental Disabilities, the Council for Learning Disabilities, and the National Joint Committee on Learning Disabilities.
Carol A. Dowdy is Professor Emerita of Special Education at the University of Alabama at Birmingham, where she has taught since receiving her Ed. D. degree from the University of Alabama, Tuscaloosa. She has written eight books on special education and published 34 articles on learning disabilities. She has served on the national board of the Council for Learning Disabilities and the Professional Advisory Board for the Learning Disabilities Association of America, and she has worked closely with the federal department of Vocational Rehabilitation to assist in their efforts to better serve adults with learning disabilities.
I believe that the authors’ approach to the subject matter is practical and presented in a manner that makes the reader want to read the book from front to back.
Mary Darlene Hilsenbeck, University of Louisville
The readability is ideal for the undergraduate student. It contains enough theoretical, research-based information to be a strong text. It also contains practical information that students will want to retain this text as they become practitioners. The organization of the book is ideal. The included standards are ideal as students study for state certification exams. “Technology Today”, “Rights & Responsibilities”, and “Evidence-Based Practice” are gems of information.
Glenna Bilingsley, Texas State University — San Marcos
The application connection couldn’t be any better than what your authors have put together for the reader and future teacher. I am very impressed with the wealth of information and suggestions your authors have provided for the reader that cover almost every aspect of learning disabilities. This book helps teachers use the tools they have to de3velop their students into productive members of society and prepare them for the future. The information just flowed and all came together outlining an effective inclusive program for students with disabilities and the best practices to prepare students for their future.
Shirley MacKinnon, Canisius College
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