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The Foundation for Educating Students with Special Needs | |
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Learner Objectives | |
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What Key Terms and Concepts Define Special Education? | |
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How Did Today's Special Education Services Come to Exist? | |
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What Are Inclusive Practices Essential in Today's Schools? | |
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Who Receives Special Education and Other Special Services? | |
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Summary | |
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Key Terms and Concepts | |
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Back to the Cases | |
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Applications in Teaching Practice:Understanding Contemporary Special Education | |
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Further Readings | |
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Special Education Procedures and Services | |
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Learner Objectives | |
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Who Are the Professionals in Special Education? | |
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Adaptive Physical Educators | |
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How Can You Decide Whether a Student Need Might Be a Disability? | |
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How Do Students Obtain Special Services? | |
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The Special Education Referral, Assessment, Eligibility | |
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Planning, and Placement Process | |
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What Is an Individualized Education Program? | |
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What Services Do Students with Disabilities Receive? | |
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Summary | |
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Key Terms and Concepts | |
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Back to the Cases | |
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Applications in Teaching Practice:A Visit to an MDT Meeting | |
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Further Readings | |
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Building Partnerships through Collaboration | |
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Learner Objectives | |
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What Are the Basics of Collaboration? | |
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What Are Collaboration Services in Schools That Foster Inclusion? | |
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How Can You Work Effectively with Parents? | |
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How Can You Work Effectively with Paraprofessionals? | |
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Summary | |
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Key Terms and Concepts | |
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Back to the Cases | |
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Applications in Teaching Practice: Collaboration in the Washington | |
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School District | |
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Further Readings | |
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Assessing Student Needs | |
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Learner Objectives | |
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How Do Your Student Assessments Contribute to Special Education Decisions? | |
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What Information Sources Are Used in Programming for Students with Special Needs? | |
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What Kinds of Curriculum-Based Assessments Can You Create for Your Students? | |
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How Are Curriculum-Based Probes Used to Make Special Education Decisions? | |
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Summary | |
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Key Terms and Concepts | |
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Back to the Cases | |
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Applications in Teaching Practice: Collecting and Using Assessment Information | |
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Further Readings | |
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Planning Instruction by Analyzing Classroom and Student Needs | |
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Learner Objectives | |
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How Can the INCLUDE Strategy Help You Make Reasonable Accommodations for Students with Special Needs? | |
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Step 1: Identify Classroom Demands | |
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Step 2: Note Student Learning Strengths and Needs | |
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Step 3: Check for Potential Areas of Student Success | |
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Step 4: Look for Potential Problem Areas | |
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Step 5: Use Information to Brainstorm Ways to Differentiate Instruction | |
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Step 6: Differentiate Instruction | |
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Step 7: Evaluate Student Progress | |
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How Is an Inclusive Classroom Managed? | |
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How Can You Group All Your Students for Instruction in Inclusive Classrooms? | |
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How Can You Evaluate Instructional Materials for Inclusive Classrooms? | |
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Textbooks | |
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How Can You Analyze Instructional Methods in Relation to Student Needs? | |
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Summary | |
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Key Terms and Concepts | |
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Back to the Cases | |
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Applications in Teaching Practice: Planning Adaptations in the Instructional Environment | |
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Further Readings | |
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Students with Low-Incidence Disabilities | |
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Learner Objectives | |
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What Are Low-Incidence Disabilities? | |
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What Accommodations Can You Make for Students with Autism Spectrum Disorders? | |
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Accommodations for Students with Autism Spectrum | |
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Disorders | |
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What Accommodations Can You Make for Students with Moderate, Severe, or Multiple Disabilities? | |
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What Accommodations Can You Make for Students with Sensory Impairments? | |
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Accommodations for Students with Visual Impairments | |
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Planning Instruction for Students with Visual Impairments | |
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Accommodations for Students Who Are Deaf or Hard of Hearing | |
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What Accommodations Can You Make for Students with Physical, Medical, or Health Disabilities? | |
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What Accommodations Can You Make for Students with Autism Spectrum Disorders? | |
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Summary | |
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Key Terms and Concepts | |
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Back to the Cases | |
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Applications in Teaching Practice:Planning for Students with Low-Incidence Disabilities | |
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Further Readings | |
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Students with High-Incidence Disabilities | |
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Learner Objectives | |
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What Are High-Incidence Disabilities? | |
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What Accommodations Can You Make for Students with Communication Disorders? | |
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What Are the Academic Needs of Students with Learning and Behavioral Disabilities? | |
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What Are the Social and Emotional Needs of Students with Learning and Behavioral | |
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Disabilities? | |
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What Accommodations Can You Make for Students with Learning and Behavioral | |
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Disabilities? | |
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Summary | |
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Key Terms and Concepts | |
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Back to the Cases | |
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Applications in Teaching Practice:Using the INCLUDE Strategy with Students with High-Incidence Disabilities | |
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Further Readings | |
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Students with Special Needs Other Than Disabilities | |
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Learner Objectives | |
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Which Students Are Protected by Section 504? | |
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How Can You Accommodate Students with Attention Deficit-Hyperactivity Disorder (ADHD)? | |
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How Can You Accommodate Students Who Are Gifted and Talented? | |
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What Are the Needs of Students from Culturally Diverse Backgrounds? | |
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How Can You Meet the Needs of Students Who Are at Risk? | |
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Summary | |
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Key Terms and Concepts | |
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Back to the Cases | |
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Applications in Teaching Practice:Diversity in a High School Class | |
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Further Readings | |
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Differentiating Instruction | |
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Learner Objectives | |
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How Can You Make Accommodations for Students with Special Needs in Basic Skills Instruction? | |
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How Can You Make Accommodations for Students with Special Needs When Teaching Subject-Area Content? | |
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How Can You Improve Clarity in Written and Oral Communication? | |
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How Can You Involve Parents in Teaching Their Children? | |
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What Accommodations Can You Make for Students to Help Them Succeed in Independent Practice? | |
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Summary | |
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Key Terms and Concepts | |
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Back to the Cases | |
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Applications in Teaching Practice: Developing a Repertoire of Instructional Adaptations | |
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Further Readings | |
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Strategies for Independent Learning | |
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Learner Objectives | |
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How Can You Encourage Student Self-Awareness and Self-Advocacy? | |
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How Can You Effectively Teach Independent Learning Strategies in Class? | |
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What Are Some Examples of Successful Learning Strategies? | |
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How Can Students Learn to Use Strategies Independently? | |
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Summary | |
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Key Terms and Concepts | |
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Back to the Cases | |
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Applications in Teaching Practice:Designing Strategies for Independence | |
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Further Readings | |
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Evaluating Student Learning | |
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Learner Objectives | |
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How Can Accommodations Be Made for Students with Speical Needs When Giving Classroom Tests? | |
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How Can Accommodations in Report Card Grading Be Made for Students with Special Needs? | |
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Using Individual Grading for Students with Disabilities | |
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How Can Performance-Based Assessment Benefit Students with Special Needs? | |
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How Can Portfolio Assessment Benefit Students with Special Needs? | |
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Summary | |
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Key Terms and Concepts | |
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Back to the Cases | |
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Applications in Teaching Practice: Adapting Evaluations for Students with Special Needs | |
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Further Readings | |
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Responding to Student Behavior | |
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Learner Objectives | |
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What Are Positive Behavioral Interventions and Supports? | |
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How Can You Use Positive Behavior Supports to Prevent Discipline Problems? | |
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How Can You Promote Positive Group Behavior? | |
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What Are Effective Strategies for Responding to Minor Individual Behaviors? | |
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How Can Functional Behavior Assessment and Behavior Intervention Plans Help You Respond to Serious Individual Behaviors? | |
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What Are Effective Strategies for Responding to Serious Individual Behaviors? | |
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How Can You Help Students Manage Their Own Behavior? | |
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Summary | |
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Key Terms and Concepts | |
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Back to the Cases | |
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Applications in Teaching Practice: Developing Strategies for Responding to Individual Student Behavior | |
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Further Readings | |
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Building Social Relationships | |
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Learner Objectives | |
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What Is Your Role in Promoting Positive Social Interactions among Students with and without | |
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Disabilities? | |
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How Can You Provide Education about Individuals with Disabilities? | |
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How Can You Develop and Support Peer Tutoring? | |
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How Can You Use Cooperative Learning Strategies to Facilitate Social Inclusion? | |
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How Can You Help Students with Disabilities Improve Their Social Skills? | |
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Summary | |
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Key Terms and Concepts | |
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Back to the Cases | |
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Applications in Teaching Practice: Planning for Promoting Positive Peer | |
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Relations | |
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Further Readings | |
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Glossary | |
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References | |
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Name Index | |
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Subject Index | |