Teaching in Inclusive Classrooms

Höfundur: Diane Bryant (Útgáfa: 3)
Teaching in Inclusive Classrooms

Kaup valmöguleikar

Teaching in Inclusive Classrooms notar ADAPT aðferðina, sem staðfest hefur verið í rannsóknum, til að hjálpa kennurum að ákveða hvernig, hvenær og með hverjum beita eigi gagnreyndum náms- og hegðunarúrræðum svo nemendur með fötlun nái sem bestum árangri. Höfundarnir Diane P. Bryant, Deborah D. Smith og Brian R. Bryant sýna með skýru máli og hagnýtum dæmum hvernig skapa má raunverulegt skólastarf án aðgreiningar, jafnt fyrir fatlaða nemendur og bráðgera, með gagnreyndum starfsháttum og aðferðum sem hægt er að grípa til strax.

Í þriðju útgáfu hafa kaflar um einstaklingsmiðaða þjónustu og fjölbreytta nemendahópa verið endurskipulagðir, bætt hefur verið við umfjöllun um nýjustu dómsmál og fjármögnun samkvæmt IDEA löggjöfinni og kaflar um fötlun endurskoðaðir. Ný myndbönd fjalla um fjölbreytt álitamál í kennslu, þar á meðal áhrif COVID á skólastarf án aðgreiningar.

Nánar um bókina

Útgefandi
SAGE Publications, Inc. (US)
ISBN
9781071834930
Print ISBN
9781071928226
Format
ePub
Útgáfa
3
Höfundar
Diane Bryant
Tungumál
English
Útgefið
2023-12-08
Prent takmörkun á líftíma
10
Prent takmörkun
2
Afritunar takmörkun
2

Kaflar

  • Cover
  • Contents
  • Preface
  • About the Authors
  • Chapter 1Inclusive Teaching as Responsive Education
  • The ADAPT Framework
  • Inclusive Education
  • Origins of Inclusion
  • Evolution of Inclusive Education
  • Inclusive Education Practices
  • The Inclusion Debate
  • Special Education
  • Free Appropriate Public Education
  • Least Restrictive Environment
  • Systematic Identification Procedures
  • Individualized Education Programs
  • Family Involvement
  • Related Services
  • Access to the General Education Curriculum
  • Effective, Evidence-Based Practices
  • Frequent Monitoring of Progress
  • The Foundations of Special Education
  • Inconsistent Opportunities
  • Early Court Cases: The Backdrop for National Legislation
  • Laws and Court Decisions That Protect Today’s Students With Disabilities
  • Every Student Succeeds Act
  • Section 504 of the Rehabilitation Act
  • Americans With Disabilities Act
  • Individuals With Disabilities Education Act
  • Assistive Technology Act of 2004 and 21st Century Assistive Technology Act of 2022
  • Court Decisions Defining IDEA
  • Thinking About Disabilities
  • The Deficit Perspective on Disabilities
  • The Cultural Perspective on Disabilities
  • The Sociological Perspective on Disabilities
  • People With Disabilities as Members of a Historically Underrepresented Group
  • Disabilities Defined
  • Causes of Disabilities
  • Biological Causes of Disabilities
  • Environmental Causes of Disability
  • Other Risk Factors
  • Categories of Students With Disabilities
  • Summary
  • Review the Learning Objectives
  • Revisit the Opening Challenge
  • Key Terms
  • Professional Standards and Licensure
  • Notes
  • Chapter 2Delivery of Individualized Services to Students With Different Learning Needs
  • ADAPT in Action
  • Ms. Rymes Seeks Information
  • Multi-Tiered Systems of Support
  • Universal Screening
  • Tier 1 (All)
  • Tier 2 (Some)
  • Tier 3 (Few)
  • The Evaluation and Identification Process
  • Step 1: Prereferral
  • Step 2: Referral
  • Step 3: Identification
  • Step 4: Eligibility
  • Step 5: Development of the Individualized Education Program
  • Step 6: Implementation of the Individualized Education Program
  • Step 7: Evaluation and Reviews
  • Risks for Disabilities and Special Education Identification
  • Definition of At Risk
  • Conditions That Contribute to Risk
  • Poverty
  • Homelessness
  • Migrant and Immigrant Status
  • Conditions of Some Schools
  • Members of the Individualized Education Program Team
  • Roles of Education Professionals
  • Roles of Families
  • Roles of Students
  • Individualized Education Plans and Programs
  • Individualized Family Service Plans (IFSPs)
  • Individualized Education Programs (IEPs)
  • Transition Components of Individualized Education Programs
  • Behavior Intervention Plans (BIPs)
  • 504 Plans
  • Qualifying for Services Under Section 504
  • IDEA vs 504
  • Providing Educational Services Under Section 504
  • Related Services and Providers
  • Summary
  • Review the Learning Objectives
  • Revisit the Opening Challenge
  • Key Terms
  • Professional Standards and Licensure
  • Chapter 3Developing Collaborative Partnerships in Schools and With Families
  • Characteristics of Collaboration
  • Shared Problem Solving
  • Shared Responsibility
  • Voluntary Involvement
  • Critical Prerequisite Skills for Effective Collaboration
  • Communication Skills
  • Conflict Resolution Skills
  • Multicultural and Linguistic Diversity Considerations
  • How Professionals Can Work Together Collaboratively
  • The Need for Collaborative Partnerships With Professionals
  • Models of Collaborative Partnerships With Professionals
  • Collaboration–Consultation
  • Coteaching Model
  • Collaboration Considerations for English Learners
  • How Professionals Can Collaborate With Paraprofessionals
  • Roles and Responsibilities of Paraprofessionals in Collaborative Partnerships
  • Supervision and Training of Paraprofessionals
  • How Professionals Can Collaborate With Families
  • The Need for Collaborative Partnerships With Families
  • Models of Collaborative Partnerships With Families
  • Family Systems Approach
  • Considering Diversity: Ways to Involve the Family and the Community
  • Parent–Teacher Conference
  • Home–School Communication
  • Summary
  • Review the Learning Objectives
  • Revisit the Opening Challenge
  • Key Terms
  • Professional Standards and Licensure
  • Chapter 4Culturally and Linguistically Diverse Learners and Families and Gifted and Talented Learners
  • Meeting the Needs of Students in Culturally and Linguistically Diverse Classrooms
  • Definition of Culture
  • Multicultural Education
  • Bilingual Education
  • Disproportionate Representation of Culturally and Linguistically Diverse Students in Special Education
  • Culturally and Linguistically Diverse Gifted Students
  • Prevalence
  • Twice Exceptional Students Are a Special Case
  • Over- and Underrepresentation for Gifted Education
  • Reasons for Disproportionate Representation
  • Implications
  • Solutions
  • Applying the Response to Intervention Framework for Culturally and Linguistically Diverse Learners
  • Effective Multicultural Special Education Programs
  • Bilingual Special Education
  • Considering Diversity: Equal Opportunity to Learn
  • Instruction
  • Assessment
  • Learning Environment
  • Linguistic Support
  • Validated Instructional Practices
  • Curricular Modifications
  • Summary
  • Review the Learning Objectives
  • Revisit the Opening Challenge
  • Key Terms
  • Professional Standards and Licensure
  • Chapter 5Understanding Learners With the Most Common Disabilities or Conditions
  • Considering Diversity: Overrepresentation and Underrepresentation of Students in Special Education Categories
  • Categories for Students With Disabilities
  • Ways Disabilities Are Organized for Special Education
  • Special Education Categories
  • Perspectives on Disability
  • Severity of Disability
  • Prevalence of Disability
  • Attributes of Students With Learning Disabilities
  • Definition
  • Types
  • Characteristics
  • Attributes of Students With Speech or Language Impairments
  • Definition
  • Types
  • Characteristics
  • Attributes of Students With Attention Deficit Hyperactivity Disorder
  • Definition
  • Types
  • Characteristics
  • Attributes of Students With Autism Spectrum Disorder
  • Definition
  • Types
  • Characteristics
  • Attributes of Students With Intellectual and Developmental Disabilities
  • Definition
  • Types
  • Characteristics
  • Attributes of Students With Emotional or Behavioral Disorders
  • Definition
  • Types
  • Characteristics
  • Summary
  • Review the Learning Objectives
  • Revisit the Opening Challenge
  • Key Terms
  • Professional Standards and Licensure
  • Chapter 6Understanding Learners With Less Common Disabilities or Conditions
  • Attributes of Students With Less Common Disabilities
  • Attributes of Students With Health Impairments
  • Definition
  • Types
  • Characteristics
  • Considering Diversity: Sickle-Cell Disease
  • Attributes of Students With Multiple Disabilities
  • Definition
  • Types
  • Characteristics
  • Attributes of Students With Developmental Delay
  • Definition
  • Types
  • Characteristics
  • Attributes of Students With Physical Disabilities
  • Definition
  • Types
  • Characteristics
  • Attributes of Students Who Are Deaf and Hard of Hearing
  • Definition
  • Types
  • Characteristics
  • Attributes of Students With Visual Disabilities
  • Definition
  • Types
  • Characteristics
  • Attributes of Students With Traumatic Brain Injury
  • Definition
  • Types
  • Characteristics
  • Attributes of Students With Deaf-Blindness
  • Definition
  • Types
  • Characteristics
  • Summary
  • Review the Learning Objectives
  • Revisit the Opening Challenge
  • Key Terms
  • Professional Standards and Licensure
  • Notes
  • Chapter 7Designing and Delivering Differentiated Instruction
  • Differentiated Instruction
  • Considering Diversity: Strategies for Differentiated Instruction for English Learners
  • Consideration of Time Strategies
  • Grouping Strategies
  • Presentation Strategies
  • Response Strategies
  • The ADAPT Framework
  • ADAPT Steps
  • Effective Practices for Designing and Delivering Instruction
  • Translating Research Findings Into Instructional Practices
  • Designing Instruction
  • Types of Knowledge
  • Instructional Techniques
  • Critical Thinking
  • Delivering Instruction
  • Advance Organizer
  • Presentation of Subject Matter (I Do)
  • Guided Practice (We Do)
  • Independent Practice (You Do)
  • Closure
  • Types of Questions and Questioning Strategy
  • How Instructional Grouping Practices Can Promote Effective Instruction
  • Instructional Grouping Practices
  • Whole Group
  • Flexible Small Groups
  • Same-Ability Groups
  • Mixed-Ability Groups
  • One-to-One Groups
  • Peer Tutoring
  • Cooperative Learning
  • Summary
  • Review the Learning Objectives
  • Revisit the Opening Challenge
  • Key Terms
  • Professional Standards and Licensure
  • Chapter 8Promoting Access to the General Education Curriculum
  • Universal Design for Learning
  • Universal Design for Learning and Its Applications
  • Guidelines for Textbooks and Instructional Materials to Use With Students Who Have Unique Learning Needs
  • Textbooks
  • Instructional Materials
  • Student Considerations
  • Instructional Content and Methodology Considerations
  • Adaptations for Curricular Materials
  • Assistive Technology Devices and Services for Promoting Access to the General Education Curriculum
  • Assistive Technology Devices
  • Assistive Technology Services
  • Importance of Assistive Technology
  • Examples of Smart Phones and Apps for People With Disability
  • Assistive Technology Integration
  • Summary
  • Review the Learning Objectives
  • Revisit the Opening Challenge
  • Key Terms
  • Professional Standards and Licensure
  • Chapter 9Assessment and Data-Based Decision Making
  • Data-Based Instructional Decisions
  • Why We Assess Students
  • Identifying Strengths and Weaknesses
  • Determining Relative Standing
  • Informing Instruction
  • Determining Program Eligibility
  • Grading
  • Determining Adequate Yearly Progress
  • Documenting Progress
  • Legislative Protection Related to Assessment
  • Assessing Students With Unique Learning Needs
  • Norm-Referenced Tests
  • Progress-Monitoring Measures
  • Criterion-Referenced Tests
  • Testing for Students’ Strategies
  • Screening Tests
  • Diagnostic Assessments
  • Observations
  • Interviews
  • Rating Scales and Checklists
  • Rubrics
  • Work Samples
  • School Records
  • Portfolio Assessments
  • Behavioral Assessments
  • Functional Behavior Assessment
  • Curriculum-Based Measures (CBM)
  • Designing Curriculum-Based Measures
  • Technical Adequacy
  • Adapting and Modifying Assessments for Students With Unique Learning Needs
  • Universal Design for Assessment
  • Parental Involvement
  • Adaptation Categories
  • Input Adaptations
  • Output Adaptations
  • Time and/or Schedule Adaptations
  • Location Adaptations
  • Academic Qualifications
  • Adaptations for High-Stakes Testing
  • Curricular Content
  • Assessment Issues
  • Adaptation Issues
  • Alternative Assessments
  • Summary
  • Review the Learning Objectives
  • Revisit the Opening Challenge
  • Key Terms
  • Professional Standards and Licensure
  • Chapter 10Promoting Positive Behavior and Facilitating Social Skills
  • Practices That Can Be Used to Foster Student Relationships and Communication
  • Know Your Students
  • Student Relationships
  • Motivational Practices
  • Positive Relationships With Students
  • Responsive to Cultural Differences
  • Considering Diversity: Mixed Messages?
  • Ways to Communicate Effectively With Students
  • Clear and Consistent Messages
  • Rules and Consequences
  • Daily Schedule
  • Good Directions
  • Transition Procedures
  • Specific Praise
  • Effective Classroom Arrangement Practices
  • Physical Arrangements
  • Traffic Patterns
  • Seating Arrangements
  • With-It-Ness
  • Classroom Observation
  • Goals of Misbehavior
  • Assessing Problem Behaviors
  • Behavior Identification
  • Observational Techniques
  • Instructional Strategies for Behavior Problems
  • Planned Ignoring
  • Problem Behaviors
  • Redirecting Inappropriate Behavior
  • Contingent Observation
  • Managing Classroom Behavior
  • Criterion-Specific Rewards
  • Contracting
  • Self-Regulation
  • Time-Out and Seclusion Time-Out
  • In-School Supervision
  • Functional Behavior Assessment
  • Behavior Intervention Plan
  • Promoting Safer Schools
  • Guidelines for Safer Schools
  • Dealing With Bullying
  • Summary
  • Review the Learning Objectives
  • Revisit the Opening Challenge
  • Key Terms
  • Professional Standards and Licensure
  • Chapter 11Teaching Reading
  • Issues Related to Reading Instruction
  • The Five Components of Reading and Phonological Awareness
  • Phonological Awareness
  • Characteristics of Students Who Struggle With Phonological Awareness
  • Strategies for Teaching Phonological Awareness
  • Phonics and Word Study
  • Characteristics of Students Who Struggle With Phonics and Word Study
  • Strategies for Teaching Phonics and Word Study
  • Considering Diversity: Anchoring Reading to Culture
  • Reading Fluency
  • Characteristics of Students Who Struggle With Reading Fluency
  • Strategies for Teaching Reading Fluency
  • Reading Vocabulary
  • Characteristics of Students Who Struggle With Reading Vocabulary
  • Strategies for Teaching Reading Vocabulary
  • Reading Comprehension
  • Characteristics of Students Who Struggle With Reading Comprehension
  • Strategies for Teaching Reading Comprehension
  • Summary
  • Review the Learning Objectives
  • Revisit the Opening Challenge
  • Key Terms
  • Professional Standards and Licensure
  • Common Core State Standards
  • Chapter 12Teaching Writing
  • Dysgraphia
  • Instructional Design Features That Promote Success
  • Stage 1: Develop and Activate Background Knowledge
  • Stage 2: Discuss It
  • Stage 3: Model It
  • Stage 4: Memorize It
  • Stage 5: Support It
  • Stage 6: Perform Independently
  • The Stages of Writing
  • Prewriting Stage of Writing
  • Characteristics of Students Who Struggle With Prewriting
  • Strategies for Teaching During the Prewriting Stage
  • Considering Diversity: Writing Assistance for Culturally and Linguistically Diverse Students With Special Needs
  • Drafting Stage of Writing
  • Characteristics of Students Who Struggle With Drafting
  • Strategies for Teaching During the Drafting Stage
  • Revising Stage of Writing
  • Characteristics of Students Who Struggle With Revising
  • Strategies for Teaching During the Revising Stage
  • Editing Stage of Writing
  • Characteristics of Students Who Struggle With Editing
  • Strategies for Teaching During the Editing Stage
  • Publishing Stage of Writing
  • Characteristics of Students Who Struggle With Publishing
  • Strategies for Teaching During the Publishing Stage
  • Ways Teachers Can Provide Effective Instruction and Adaptations for Writing
  • Summary
  • Review the Learning Objectives
  • Revisit the Opening Challenge
  • Key Terms
  • Professional Standards and Licensure
  • Common Core State Standards
  • Publications That Feature Student Writing, Poetry, and Art
  • Chapter 13Teaching Mathematics
  • Characteristics of Students With Mathematics Difficulties and Attributes of Effective Instruction
  • Mathematics Difficulties and Disabilities
  • Factors Contributing to Mathematics Difficulties
  • Considering Diversity: Focusing on the Language and Symbols of Mathematics
  • Evidence-Based Instructional Practices
  • Early Number Development and How It Is Taught
  • Difficulties With Early Number Development
  • Teaching Early Number Development
  • Counting
  • Teen Numbers
  • Magnitude Comparison
  • Numeral Recognition: Fast Numbers
  • Number Writing: Quick Write
  • Reversals
  • Part-Part-Whole Relationships
  • Number Combinations and How They Are Taught
  • Difficulties With Number Combinations
  • Teaching Number Combinations
  • Place Value and How It Is Taught
  • Difficulties With Place Value
  • Teaching Place Value
  • Teen Numbers
  • Need to Trade?
  • Are There Enough?
  • Whole-Number Computation and How It Is Taught
  • Difficulties With Whole-Number Computation
  • Teaching Whole-Number Computation
  • Rounding
  • Estimation: The Front-End Strategy
  • Estimation: The Clustering Strategy
  • Bean Stick Computation
  • Alternative Algorithms
  • Demonstration Plus Permanent Model
  • Key Questions
  • Sequence of Instruction
  • Rational Numbers and How They Are Taught
  • Difficulties With Rational Numbers
  • Teaching Rational Numbers
  • Sorting Fractions and Decimals
  • Fractions as Equal to or Greater Than 1
  • Comparisons
  • Number Combinations and Fractions
  • Money, Decimals, and Percentages
  • Algebra and How It Is Taught
  • Difficulties With Algebra
  • Teaching Algebraic Reasoning
  • Fact Families
  • Solving Algebraic Equations
  • Order of Operations
  • Graphic Organizers
  • Problem Solving and How It Is Taught
  • Difficulties With Problem Solving
  • Types of Word Problems
  • Teaching Problem Solving
  • Summary
  • Review the Learning Objectives
  • Revisit the Opening Challenge
  • Key Terms
  • Professional Standards and Licensure
  • Common Core State Standards
  • Chapter 14Facilitating Content-Area Instruction and Study Skills
  • Difficulties Students Demonstrate With Content-Area Instruction
  • Teaching Content-Area Vocabulary and Concepts
  • Teaching Technical Vocabulary and Concepts
  • Considering Diversity: Teaching Students Who Are Gifted and/or Talented
  • Evidence-Based Instructional Strategies
  • Monitoring Reading Comprehension
  • Teaching Students to Monitor Their Understanding
  • Evidence-Based Instructional Strategies
  • Learning From Textbook Instruction
  • Teaching Students How to Learn From Textbooks
  • Promoting Student Participation
  • Using Class Discussions to Engage Students
  • Helping Students With Difficulties in Study Skills
  • Study Skills
  • Teaching Time Management Skills
  • Teaching Listening and Note-Taking Skills
  • Ways to Facilitate Memorization and Test Taking
  • Teaching Memorization and Test-Taking Skills
  • Summary
  • Review the Learning Objectives
  • Revisit the Opening Challenge
  • Key Terms
  • Professional Standards and Licensure
  • Common Core State Standards
  • Glossary
  • References
  • Index