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| Introduction | |
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| Success for All Students in the General Education Classroom | |
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| Inclusion in Today's Classrooms | |
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| Students with Special Needs | |
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| Historical Perspectives and Current Practices | |
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| The Past | |
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| The Present | |
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| Benefits of Including Special Students | |
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| The Role of Special Education | |
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| Current Issues and Trends | |
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| General Education Teachers and Special Students | |
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| Activities | |
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| Collaboration and the Team Approach | |
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| Teams Serving Students with Special Needs | |
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| Roles of Team Members | |
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| Building Principals | |
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| Special Education Administrators | |
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| General Education Teachers | |
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| Special Educators | |
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| Parents and Students | |
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| School Psychologists | |
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| School Social Workers | |
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| School Counselors | |
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| School Nurses | |
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| Other Team Members | |
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| Collaboration in the Identification and Prereferral Stages | |
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| Identification | |
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| Prereferral Interventions | |
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| Collaboration in Referral and Assessment | |
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| Referral | |
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| Assessment | |
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| Collaboration in Designing the Individualized Education Program | |
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| Types of Services for Students with Disabilities | |
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| Special Education Program Options | |
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| General Education Class Options | |
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| Special Class Options | |
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| More Restrictive Options | |
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| Programs for Infants and Preschoolers with Disabilities | |
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| Activities | |
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| Special Students, Special Needs | |
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| Special Students | |
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| Students with Learning Disabilities | |
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| Students with Behavioral Disorders | |
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| Students with Mild Mental Retardation | |
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| Students with Other Disabilities | |
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| Other Special Students | |
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| Special Needs | |
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| Causes of Learning Problems | |
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| Assessment of Special Learning Needs | |
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| Classroom Assessment | |
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| Assessment for Program Eligibility | |
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| Skills for the General Education Teacher | |
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| Activities | |
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| Skills for the General Education Teacher | |
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| Adapting Instruction | |
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| Academic Problems in the Classroom | |
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| Principles of Instruction | |
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| Select Appropriate Learning Tasks | |
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| Break the Learning Task into Teachable Subcomponents | |
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| Use Systematic Instructional Procedures | |
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| Consider Both Speed and Accuracy | |
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| Maximize Engaged Time | |
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| Give Clear Task Directions | |
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| Provide Consequences for Successful Task Performance | |
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| Check for Maintenance and Generalization | |
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| If Change Is Needed, Try the Least Intrusive Intervention First | |
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| Methods for Gathering Data | |
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| Determine the Student's Current Levels of Performance | |
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| Evaluate Progress | |
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| Analyze Reasons for Task Failure | |
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| Strategies for Adapting Instruction | |
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| Modify Materials and Activities | |
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| Change Teaching Procedures | |
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| Alter Task Requirements | |
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| Select an Alternate Task | |
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| Making Test Accommodations | |
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| Activities | |
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| Managing Classroom Behavior | |
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| Behavior Problems in the Classroom | |
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| Principles of Managing Behavior | |
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| Remember That Behavior Is Learned | |
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| Consider Both the Antecedents and the Consequences of Behavior | |
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| Reduce Behavior Management Problems with Careful Organization of the Classroom | |
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| Increase the Occurrence of Behaviors by Reinforcement | |
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| Decrease the Occurrence of Behaviors by Removing Reinforcers or Introducing Aversive Events | |
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| Identify Consequences That Are Meaningful to Students | |
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| Beware of Noneducational Interventions | |
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| Methods for Gathering Data | |
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| Direct Observation of Behavior | |
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| Positive Strategies for Managing and Improving Behavior | |
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| Establish Behavioral Expectations and Communicate Them to Students | |
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| Prevent Inappropriate Conduct by Monitoring Behavior and Providing Feedback | |
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| Reinforce Appropriate Behavior | |
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| Provide Reinforcers That Are Valued by Students | |
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| Use Token Economies to Deliver Reinforcers | |
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| With Older Students, Use Contingency Contracts | |
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| Teach Behaviors by Shaping | |
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| Use Modeling to Improve Student Behavior | |
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| Consider Involving Peers in Behavioral Programs | |
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| Involve Students in Managing Their Own Behavior | |
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| Involve Parents in Behavior Management Programs | |
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| Activities | |
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| Promoting Social Acceptance | |
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| Social Problems in the Classroom | |
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| Principles for Enhancing Social Acceptance | |
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| Change Attitudes with Information | |
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| Recognize the Similarities Between Special and General Education Students | |
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| Prepare Students in the General Education Class for the Inclusion of Students with Disabilities | |
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| Prepare Students with Disabilities for Inclusion | |
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| Prepare Parents for the Inclusion of Students with Disabilities | |
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| Methods for Gathering Data | |
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| Strategies for Promoting Acceptance of Special Students | |
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| Inform General Education Students About Disabilities | |
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| Provide General Education Students with Experiences with Individuals with Disabilities | |
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| Structure Interactions Between Typical Students and Students with Disabilities | |
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| Improve the Social Skills of Students with Disabilities | |
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| Introduce Students with Disabilities to the General Education Program According to Their Individual Needs | |
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| Upgrade the Teacher's Information and Skills | |
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| Communicate with and Involve Parents | |
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| Activities | |
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| Coordinating the Classroom Learning Environment | |
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| Coordination Skills for the Teacher | |
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| Arranging the Physical Environment | |
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| Ensure a Safe and Barrier-Free Environment | |
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| Make the Working Conditions Pleasant | |
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| Obtain Appropriate Furniture and Special Equipment | |
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| Arrange Space Functionally | |
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| Consider Educational Goals in Making Seating Arrangements | |
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| Organizing the Instructional Environment | |
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| Organize Curricular Skills and Information | |
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| Group Students for Instruction | |
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| Set Up Systems for Monitoring Practice | |
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| Provide Guidelines for Student Behavior | |
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| Use Systematic Record-Keeping Procedures | |
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| Using Educational Technologies | |
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| Be Aware of Available Technologies | |
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| Math Technologies with Educational Goals | |
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| Managing Time and Other Resources | |
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| Manage Instructional Time Effectively | |
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| Select Learning Materials Wisely | |
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| Recruit, Train, and Supervise Instructional Personnel | |
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| Activities | |
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| Teaching with Classroom Technologies | |
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| Types of Technology | |
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| Advantages and Disadvantages of Technology | |
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| Universal Design and Accessibility for All | |
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| Using Computers for Instruction | |
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| Instructional Software | |
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| Technology Tools for Students and Teachers | |
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| The Internet as an Instructional Tool | |
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| Browsing the Web | |
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| Navigation Techniques | |
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| Search Strategies | |
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| Evaluating Websites | |
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| E-Mail and Other Resources | |
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| Assistive Technologies for Students with Disabilities | |
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| Computer Adaptations | |
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| Assistive Technologies for Students with Physical Impairments | |
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| Communication Aids | |
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| Assistive Technologies for Students with Visual Impairments | |
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| Assistive Technologies for Students with Hearing Impairments | |
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| Web Accessibility | |
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| Teaching with Technology | |
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| Activities | |
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| Methods for Teaching Students with Disabilities | |
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| Teaching Students with Learning Disabilities and Attention Deficit Hyperactivity Disorders | |
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| Indicators of Learning Disabilities | |
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| Assessment Procedures | |
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| Special Services | |
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| Classroom Adaptations | |
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| Teaching Basic Skills | |
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| Reading | |
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| Handwriting, Spelling, and Written Expression | |
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| Math | |
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| Modifying Content-Area Instruction | |
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| Reading Assignments | |
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| Written Assignments and Exams | |
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| Math Skills | |
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| Adapting Instruction for Students with Attention Deficit Hyperactivity Disorders | |
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| Activities | |
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| Teaching Students with Mild Retardation and Severe Disabilities | |
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| Indicators of Mental Retardation | |
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| Assessment Procedures | |
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| Special Services | |
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| Classroom Adaptations | |
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| Teaching Functional Academics | |
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| The Unit Approach | |
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| Functional Practice Activities | |
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| Improving General Work Habits | |
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| Attendance and Punctuality | |
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| Work Completion | |
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| Working with Others | |
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| Strategies for Working with Students with Severe Disabilities | |
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| Full Inclusion | |
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| Activities | |
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| Teaching Students with Behavioral Disorders | |
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| Indicators of Behavioral Disorders | |
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| Assessment Procedures | |
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| Special Services | |
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| Classroom Adaptations | |
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| Controlling Disruptive Behaviors | |
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| Tardiness | |
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| Verbal Outbursts | |
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| Excess Activity: Moving About the Classroom | |
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| Social Relationships | |
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| Teaching Study Skills | |
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| Maintaining Attention | |
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| Organizational Skills | |
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| Increasing Accuracy | |
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| Activities | |
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| Teaching Students with Communication Disorders | |
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| Indicators of Communication Disorders | |
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| Assessment Procedures | |
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| Special Services | |
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| Classroom Adaptations | |
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| Encouraging Oral Communication | |
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| Teaching Language Skills | |
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| Activities | |
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| Teaching Students with Autism Spectrum Disorder | |
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| Indicators of Autism Spectrum Disorder | |
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| Assessment Procedures | |
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| Special Services | |
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| Classroom Adaptations | |
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| Teaching Communication and Language | |
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| Promoting Social Skills | |
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| Activities | |
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| Teaching Students with Physical and Health Impairments | |
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| Indicators of Physical and Health Impairments | |
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| Assessment Procedures | |
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| Special Services | |
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| Classroom Adaptations | |
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| Meeting Physical and Health Needs | |
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| Modifying the Physical Environment | |
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| Adapting Instructional Activities | |
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| Activities | |
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| Teaching Students with Visual and Hearing Impairments | |
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| Indicators of Visual and Hearing Impairments | |
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| Assessment Procedures | |
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| Special Services | |
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| Classroom Adaptations | |
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| Arranging the Learning Environment | |
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| Modifying Instructional Procedures | |
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| Activities | |
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| Methods for Teaching Students with Other Needs in General Education | |
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| Teaching Students Who Are Gifted and Talented | |
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| Definitions | |
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| Indicators of Talent and Giftedness | |
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| Assessment Procedures | |
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| Classroom Adaptations | |
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| Educational Options for Students Who Are Gifted and Talented | |
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| Differentiated Program Models | |
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| Differentiating Instructional Models | |
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| Differentiated Curriculum Models | |
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| Promoting Creativity and Problem Solving | |
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| Assisting Students Who Are Underachieving | |
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| Activities | |
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| Teaching Culturally and Linguistically Diverse Students | |
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| Diversity in the General Education Classroom | |
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| Cultural Diversity | |
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| Linguistic Diversity | |
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| Assessment and Special Services | |
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| Classroom Adaptations | |
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| Promoting Acceptance of Diversity | |
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| Activities | |
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| Teaching Students at Risk for School Failure | |
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| Dropouts | |
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| Bill's Story | |
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| Suicide | |
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| The Stories of Jimmy and Jeanine | |
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| Drug and Alcohol Abuse | |
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| Students' Stories from Phoenix House | |
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| Teenage Pregnancy and Sexually Transmitted Diseases | |
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| The Stories of Barbara and Joshua | |
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| Child Abuse and Neglect | |
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| Kara's Story | |
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| Eating Disorders | |
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| Julie's Story | |
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| Delinquency | |
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| The Story of "Scarface" | |
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| Activities | |
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| Epilogue: Inclusion Today ... and Tomorrow | |
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| Past Mistakes | |
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| Is Inclusion Working? | |
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| Critical Issues for the Future | |
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| Glossary | |
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| References | |
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| Author Index | |
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| Subject Index | |