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February, 2019 | SAGE Publications, Inc

Teaching Students With Special Needs in Inclusive Classrooms

Second Edition
Diane Pedrotty Bryant - The University of Texas at Austin, USA
Brian Reid Bryant - The University of Texas at Austin, USA
Deborah Deutsch Smith - Claremont Graduate University, USA
504 pages | February, 2019 | SAGE Publications, Inc
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Inspire and equip current and future classroom teachers to ADAPT to the needs of all students.

Teaching Students with Special Needs in Inclusive Classrooms uses the research-validated ADAPT framework (Ask, Determine, Analyze, Propose, Test) to help teachers determine how, when, and with whom to use proven academic and behavioral interventions to obtain the best outcomes for students with disabilities. Through clear language and practical examples, authors Diane P. Bryant, Brian R. Bryant, and Deborah D. Smith show how to create truly inclusive classrooms through evidence-based practices and hands-on strategies. The Second Edition includes strategically reorganized chapters, a new chapter devoted to differentiated instruction, and new classroom footage and teacher interviews illustrating how readers can implement the strategies discussed in their own classrooms. With the help of this supportive guide, educators will be inspired to teach students with disabilities in inclusive settings and be properly equipped to do so effectively.

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Preface
About the Authors

Setting the Stage
What Is Inclusive Education?
What Is Special Education?
What Are the Origins of Special Education?
What Laws and Court Decisions Protect Students With Disabilities?
What Is a Disability?
What Are Some Reasons for Disabilities?
What Are the Characteristics of Students With Disabilities?
Summary
Review the Learning Objectives
Revisit the Opening Challenge

What Is the ADAPT Framework?
What Are the Multi-Tiered Systems of Support and Response to Intervention?
What Is the Evaluation and Identification Process?
Who Are the Members of the Individualized Education Program Team?
What Plans Guarantee Students With Disabilities an Appropriate Education?
What Are Related Services and Who Are the Providers?
How Are Students With Physical and Cognitive Needs Protected Under Section 504?
How Are Students Identified and Served as Gifted and Talented?
Who Are Students At Risk and How Do We Help Them Achieve Their Full Potential?
Summary
Review the Learning Objectives
Revisit the Opening Challenge

What Are the Characteristics of Collaboration?
What Are Critical Prerequisite Skills for Effective Collaboration?
How Can Professionals Work Together Collaboratively?
How Can Professionals Collaborate With Paraprofessionals?
How Can Professionals Collaborate With Families?
Summary
Review the Learning Objectives
Revisit the Opening Challenge

How Can We Best Meet the Needs of Students in Our Culturally and Linguistically Diverse Classrooms?
How Can We Apply the Response to Intervention Framework for Culturally and Linguistically Diverse Learners?
What Constitutes Effective Multicultural Special Education Programs?
What Is Bilingual Special Education?
Summary
Review the Learning Objectives
Revisit the Opening Challenge

What Are the Categories for Students With Disabilities?
How Are Disabilities Organized for Special Education?
What Are the Attributes of Students With Learning Disabilities?
What Are the Attributes of Students With Speech or Language Impairments?
What Are the Attributes of Students With Attention-Deficit/Hyperactivity Disorder?
What Are the Attributes of Students With Intellectual and Developmental Disabilities?
What Are the Attributes of Students With Emotional or Behavioral Disorders?
Summary
Review the Learning Objectives
Revisit the Opening Challenge

What are the Attributes of Students With Low-Incidence Disabilities?
What Are the Attributes of Students With Autism Spectrum?
What Are the Attributes of Students With Health Impairments or Special Health-Care Needs?
What Are the Attributes of Students With Multiple-Severe Disabilities?
What Are the Attributes of Students With Developmental Delay?
What Are the Attributes of Students With Physical Disabilities?
What Are the Attributes of Students Who Are Deaf and Hard of Hearing?
What Are the Attributes of Students With Visual Disabilities?
What Are the Attributes of Students With Traumatic Brain Injury?
What Are the Attributes of Students With Deaf-Blindness?
Summary
Review the Learning Objectives
Revisit the Opening Challenge

What Is Differentiated Instruction?
What Is the ADAPT Framework?
What Are Effective Practices for Designing and Delivering Instruction?
How Can Instructional Grouping Practices Promote Effective Instruction?
Summary
Review the Learning Objectives
Revisit the Opening Challenge

What Is Universal Design for Learning?
Universal Design for Learning and Its Applications
What Guidelines Should Be Followed for Textbooks and Instructional Materials Used With Students Who Have Special Needs?
What Are Assistive Technology Devices and Services for Promoting Access to the General Education Curriculum?
Summary
Review the Learning Objectives
Revisit the Opening Challenge

How Do We Use Data to Make Instructional Decisions?
Why Do We Assess Students?
How Do We Assess Students With Special Needs?
How Do We Adapt and Modify Assessments for Students With Special Needs?
Summary
Review the Learning Objectives
Revisit the Opening Challenge

What Practices Can Be Used to Foster Student Relationships and Communication?
What Ways Can Be Used to Communicate Effectively With Students?
What Are Effective Classroom Arrangement Practices?
What Are the Goals of Misbehavior?
How Can Problem Behaviors Be Assessed?
What Instructional Strategies Are Available for Behavior Problems?
How Can Safer Schools Be Promoted?
Summary
Review the Learning Objectives
Revisit the Opening Challenge

What Issues Are Related to Reading Instruction?
What Are the Five Components of Reading?
Summary
Review the Learning Objectives
Revisit the Opening Challenge

Dysgraphia
How Can Teachers Provide Effective Instruction and Adaptations for Writing?
Summary
Review the Learning Objectives
Revisit the Opening Challenge

What Are the Characteristics of Students With Mathematics Difficulties and Attributes of Effective Instruction?
What Is Early Number Development and How Is It Taught?
What Are Number Combinations and How Are They Taught?
What Is Place Value and How Is It Taught?
What Is Whole-Number Computation and How Is It Taught?
What Are Rational Numbers and How Are They Taught?
What Is Algebra and How Is It Taught?
What Is Problem Solving and How Is It Taught?
Summary
Review the Learning Objectives
Revisit the Opening Challenge

What Difficulties Do Students Demonstrate With Content-Area Instruction?
How Can Teachers Teach Content-Area Vocabulary and Concepts?
How Can Teachers Teach Students to Monitor Their Understanding
How Can Students Learn From Textbook Instruction?
How Can Teachers Promote Student Participation?
How Can Teachers Help Students With Difficulties in Study Skills?
What Are Ways to Facilitate Memorization and Test Taking?
Summary
Review the Learning Objectives
Revisit the Opening Challenge
Glossary
References
Index

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NEW TO THIS EDITION:

  • Strategically reorganized chapters begin with an overview of inclusive education and the nature and characteristics of students with disabilities and special learning needs. Chapters then focus on the discussion of high-instance and low-instance disabilities before addressing instruction techniques, assessment, and classroom environment.
  • A new chapter devoted to differentiated instruction provides helpful examples, including strategies for differentiated instruction for English learners. This new chapter also connects research findings with instructional practices and provides suggestions for activities for the presentation of subject matter and guided practice.
  • The literacy chapter (previously Chapter 10) is now divided into separate reading and writing chapters to provide more focus to teaching each skill.
  • New classroom footage and teacher interviews (included in the Video Cases found in the Interactive eBook) illustrate how teachers can implement the strategies discussed in their own classrooms. 
  • “Bonus” text and features are now available in the Interactive eBook.

KEY FEATURES: 

  • An evidence-based approach expands teachers’ knowledge of proven practices used in the context of real classrooms to increase student performance. 
  • The ADAPT Framework (Ask, Determine, Analyze, Propose, and Test) improves instructional decision-making by providing teachers with a research-validated problem solving approach for recalling the steps in adapting instruction and behavioral interventions to promote access to the general education curriculum.
  • A Universal Design for Learning (UDL) framework for teaching and learning includes proactive planning of curricula (goals, assessments, methods, and materials) that can be beneficial for all students.
  • Opening Challenge case studies in every chapter encourage teachers to critically analyze specific teaching challenges at the elementary and secondary level and give readers an opportunity to evaluate their knowledge of the subject matter with Reflection Questions.
  • ADAPT in Action sections apply the ADAPT Framework to case studies to illustrate step-by step instructions to problem solve real teaching and learning classroom scenarios.
  • UDL in Action sections provides specific lesson activities as examples of how the principles of UDL can be accounted for as part of instructional design.
  • Working Together features offer practical advice on how an idea or concept can be taught using a collaborative approach that involves other school professionals and family members.
  • Instructional Strategies offer teachers key research-based, classroom activities for teaching the skills students need to succeed.
  • Considering Diversity features examine various issues from a cultural or linguistic perspective and demonstrate how to create a classroom environment and instruction that is inclusive of all students.
  • Tech Notes introduce teachers to assistive and instructional technologies that can be employed with students who have learning or behavior problems.