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| Accommodating Special Needs in the Inclusive Classroom | |
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| Teaching All the Students: A Mandate for Educators | |
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| The General Education Classroom and Special Students | |
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| Legal Aspects of Educating Students with Disabilities | |
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| The Least Restrictive Environment (LRE) and the Continuum of Educational | |
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| Services | |
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| Inclusion | |
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| Conclusion | |
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| Additional Sources of Information | |
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| Special Needs of Diverse Learners | |
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| At-Risk Students in General Education | |
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| Exceptional Students Eligible for Special Education | |
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| Summary | |
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| Basic Principles and Practices of Inclusive Instruction | |
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| Principle I: Differentiate Instruction and Provide Supports | |
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| Principle II: Use Effective Instructional Methods | |
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| Principle III: Emphasize Essential Content | |
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| Principle IV: Teach for Mastery of Necessary Skills and Strategies | |
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| Principle V: Manage the Inclusive Process Effectively and Efficiently | |
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| Summary and Selected References | |
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| Reflections on Part One | |
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| Detecting and Correcting Academic Problems | |
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| Recognizing Words to Facilitate Comprehension | |
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| The Word Recognition Skills | |
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| Detection of Special Word Recognition Needs | |
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| Special Populations | |
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| Correction of Word Recognition Skills | |
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| Specific Skills and Strategies | |
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| Early Literacy and Word Recognition Samplers | |
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| Reading to Construct Meaning and Comprehend | |
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| The Reading Comprehension Skills | |
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| Detection of Special Comprehension Needs | |
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| Special Populations | |
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| Correction of Reading Comprehension Skills | |
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| Specific Skills and Strategies | |
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| Comprehension and Study Samplers | |
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| Speech: The Process of Oral Communication | |
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| The Speech Skills | |
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| Referral Indicators | |
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| Detection of Special Needs | |
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| Classroom Accommodations | |
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| Specific Skills and Strategies | |
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| Speech Sound Samplers | |
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| Language: The Foundation of Learning | |
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| Language Skills | |
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| Language Differences | |