Teaching Students in Inclusive Settings Adapting and Accommodating Instruction

ISBN-10: 0131181327

ISBN-13: 9780131181328

Edition: 5th 2006

Authors: Judy W. Wood
List price: $166.40 Buy it from $3.00
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Description: This fifth edition offers explicit instructions and examples for working with students in the least restrictive environment based on the latest laws. It also includes user-friendly applications on how to adapt and accommodate instruction with respect to diversity, technology, collaboration, and standards-based education. "Teaching Students in Inclusive Settings: Adapting and Accomodating Instruction" has always been based on four beliefs. Teachers should: *Teach students with special needs where they are instructionally, yet expose them to the general education curriculum *Help all student reach for their highest capabilities *Provide support and encouragement so all students can be successful *Maintain positive attitudes working with students and other professionals. General K-12 teachers and special educators.

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Book details

List price: $166.40
Edition: 5th
Copyright year: 2006
Publisher: Prentice Hall PTR
Publication date: 6/21/2005
Binding: Paperback
Pages: 528
Size: 8.00" wide x 9.75" long x 1.00" tall
Weight: 2.046
Language: English

Foundations
History of Special Education
Early History: A Brief Review
The Modern Era: Setting the Stage
Section 504: Civil Rights for Citizens with Disabilities
The Education for All Handicapped Children Act
Disability Legislation Post-IDEA
Inclusion
Idea and Access to General Education
Five Faces of Inclusion
Summary
Collaboration Between Professional Educators and Families
New Roles, New Challenges
Collaboration
Effective Communication for Successful Collaboration
Collaboration Between the Special Educator and the General Educator
Consultation
Collaborative Consultation
Co-Teaching
Preparing to Co-Teach
Teacher Support Teams
The Importance of Administrative Support
Parents as Partners
Parents Know First
Parent Conferences
Paraeducators and Collaboration
Summary
Students with Low-Incidence Disabilities
Mental Retardation
Defining Mental Retardation
Classroom Accommodations and Instructional Techniques
Family Guidelines
Autism Spectrum Disorders
Defining Autism Spectrum Disorders
Classroom Accommodations and Instructional Techniques
Family Guidelines
Significant Orthopedic and Other Health Impairments
Defining Orthopedic and Other Health Impairments
Classroom Accommodations and Instructional Techniques
Family Guidelines
Sensory Impairments
Defining Sensory Impairment
Summary
Students with High-Incidence Disabilities
Learning Disabilities
Defining Learning Disabilities
Prevalence of Learning Disabilities
Characteristics of Students with Learning Disabilities
Classroom Accommodations for Students with Learning Disabilities
Speech-Language Disabilities
Defining Speech-Language Disabilities
Prevalence of Speech-Language Disabilities
Characteristics of Students with Language Disabilities
Characteristics of Students with Speech Disabilities
Classroom Accommodations for Students with Speech-Language Disabilities
Mild Cognitive Disabilities
Defining Mild Cognitive Disabilities
Prevalence of Mild Cognitive Disabilities
Characteristics of Students with Mild Cognitive Disabilities
Classroom Accommodations for Students with Mild Cognitive Disabilities
Emotional or Behavioral Disorders
Defining Emotional or Behavioral Disorders
Prevalence of Emotional or Behavioral Disorders
Characteristics of Students with Emotional or Behavioral Disorders
Classroom Accommodations for Students with Emotional or Behavioral Disorders
Working with Families of Students with High-Incidence Disabilities
Assessment of Students with High-Incidence Disabilities
High Stakes Assessments and Students with High-Incidence Disabilities
Summary
Students with Other Special Learning Needs
Universal Instructional Design
Technology
Collaboration
Students with Attention-Deficit/Hyperactivity Disorder
Defining ADHD
Classroom Accommodations and Techniques
Learning Strategies and Techniques
Strategies for Intervention
Working with the Family
Cultural Diversity
Gifted and Talented
Defining Gifted and Talented
Classroom Accommodations and Techniques
Strategies for Intervention
Working with the Family
Cultural and Linguistic Diversity
Defining Cultural and Linguistic Diversity
Classroom Accommodations and Techniques
Strategies for Intervention
Working with the Family
Students Who Are at Risk
Defining Students Who Are at Risk
Classroom Accommodations and Techniques
Strategies for Intervention
Working with the Family
Culture of Poverty
Defining Poverty
Classroom Accommodations and Techniques
Strategies for Intervention
Working with the Family
Summary
A Process of Delivering Special Education and Related Services
Before Referral
Requirements of IDEA
Teaching as an Art and Science
Prereferral
Instructional Support Teams
Referral
Parent Involvement
Screening of Referrals
Formal Assessment
Use of Test Data
Assessment Instruments
Identification
Issues in Assessment and Identification
Eligibility Determination
Developing the IEP
Present Level of Educational Performance
Educational Goals and Objectives/Benchmarks
Measuring Progress
Participation in State- or District-Wide Testing
Services
IEP Team Considerations
Ongoing Evaluation
Transition Services
Exit Criteria
Summary
Systematic Assessment for Inclusion: The Saale Model
What Research Has to Say
The Saale Model
Logical Connections: Putting What You Know into the SAALE Model
The Saale Model in the Big Picture
Establishing a Common Vocabulary
The Intervention/Transition Checklist
The Saale Model and Universal Design
The Saale Model's History
The Saale Model and Upcoming Chapters
Summary
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