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Special Education in Inclusive Schools | |
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Appropriate, Individualized Educational Support: Our Philosophy of Inclusion | |
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Inclusion: Meeting Students Individual Needs | |
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An Education Perspective: Facilitating Student Learning | |
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A Social Perspective: Inclusion as a Process | |
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Legal Foundation for Inclusive Practices | |
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Essential Elements of Inclusive Schools | |
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An Inclusive School Climate | |
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Shared Effort and Commitment | |
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Characteristics of Inclusive Classrooms | |
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Student Engagement in Learning | |
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Essential Elements of Inclusive Educational Programs | |
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Teaching Standards | |
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References | |
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Characteristics of Students with High-Incidence Disabilities | |
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Who Are the Children Served in Inclusive Settings?Cross-Categorical Service Delivery and the Inclusive Classroom | |
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Definitions of High-Incidence Disabilities | |
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Learning Disabilities | |
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Emotional or Behavior Disorders | |
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Mild Mental Retardation | |
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Culturally and Linguistically Diverse Exceptional Learners | |
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References | |
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Assessment-Based Decision Making | |
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Assessment as Part of the Instructional Process | |
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Assessment as a Process | |
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Assessment as a Decision-Making Tool | |
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Assessment as a Starting Place | |
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Types of Tests | |
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Modifying Classroom Tests | |
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Grading Issues | |
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Assessment for the Purpose of Identifying Students with Disabilities | |
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Assessment Tools Used for Comprehensive Evaluations | |
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What the Law Says about Assessment of Students with Disabilities | |
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Assessment Procedures | |
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Assessment That Is Culturally and Linguistically Appropriate | |
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The Challenge Ahead | |
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High Stakes Testing and Accommodations for Students with Special Needs | |
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Accommodations | |
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Modifications for College Entrance Exams | |
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Modifications for GED Tests | |
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References | |
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Instructional Approaches for Inclusive Classrooms | |
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Effective Teachers | |
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Understanding How Children Learn | |
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Getting StartedMotivating Students | |
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Selecting Instructional Materials | |
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Giving Clear Assignments | |
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Creating Multilevel Learning Centers | |
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Using Thematic Units | |
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Combining Thematic Units, Learning Centers, Cooperative Learning, and the Theory of Multiple Intelligences: Two Examples | |
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Grouping Practices | |
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Cooperative Learning | |
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Benefits of Cooperative Learning | |
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Elements of Cooperative Learning | |
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Different Types of Cooperative Learning | |
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Implementing Cooperative Learning | |
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Challenges Associated with Cooperative Learning | |
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Peer and Cross-Age Tutoring | |
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Other Types of Instruction | |
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Scaffolded Instruction | |
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Strategy Instruction | |
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Behavioral Models of Learning | |
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Technology | |
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Instructional Technology | |
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Assistive Technology | |
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Universal Design for Learning | |
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Instructional Software | |
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References | |
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Facilitating Social and Behavioral Competence for Students with Disabilities in Inclusive Settings | |
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A Proactive Approach | |
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Tips for Successful Classroom Management | |
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Positive Classroom Climate | |
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Positive Feedback | |
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Interventions for Surface Behaviors | |
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Social Competence | |
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Developing Social Competence | |
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Assessing Social Competence | |
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Improving Students Social Skills | |
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Managing Disruptive Behavior in Incl | |