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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 | |