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