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| Foreword | |
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| Preface | |
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| Acknowledgments | |
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| About the Author | |
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| Teaching Students With Moderate to Severe Intellectual Disabilities in General Education Classrooms: Foundational Beliefs | |
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| Key Concepts | |
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| A Historical Perspective: Where We Came From | |
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| The Present Situation and Challenge | |
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| What is Inclusive Education? | |
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| What is Not Inclusive Education | |
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| Who Are We Talking About? | |
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| Summary | |
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| Instructional Strategies and Teaching Arrangements | |
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| Key Concepts | |
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| Characteristics of Effective Instruction for All Students | |
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| Clear Expectations | |
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| Analyzing Tasks for Improved Learning | |
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| What We Know About Teaching Students with Moderate to Severe Intellectual Disabilities | |
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| The Importance of Student Interests | |
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| Components of the Teaching Task | |
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| Prompting Strategies | |
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| Consequences of the Behavior | |
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| Using Sequences of Different Prompts to Teach Students: Shaping Behavior | |
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| Maintaining and Generalizing Skills | |
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| Teaching Arrangements in General Education Classrooms | |
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| Summary | |
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| Determining Student Needs: What to Teach | |
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| Key Concepts | |
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| Limitations of Standardized Assessment | |
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| Family and Child-Based Assessment Procedure | |
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| Record Review | |
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| Observational Assessments | |
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| What's the Class Doing? | |
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| Interpreting Content Standards | |
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| Blending Student/Family Goals with State Standards | |
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| Identifying Learning Opportunities | |
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| Writing IEP Goals and Objectives | |
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| Summary | |
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| Teaching Core Curriculum to Students With Moderate to Severe Intellectual Disabilities | |
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| Key Concepts | |
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| The Critical Need to Adapt Curriculum to Make it Meaningful | |
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| Identifying the BIG Ideas from Core Curriculum | |
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| Determining Prompts to Use for a Particular Student and Lesson | |
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| Examples of Students Receiving Direct Instruction Across Grades and Instructional Arrangements | |
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| Large Group Instruction | |
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| Generalization of Skills Taught | |
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| Summary | |
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| It Takes a Village: Teaching as a Collaborative Effort | |
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| Key Concepts | |
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| The Expectation of Team Collaboration | |
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| Team Members Involved in Instruction | |
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| Credentialed Teachers | |
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| Co-Teaching | |
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| Supporting General Education Ownership | |
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| Paraprofessionals as Teachers | |
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| Related Service Providers | |
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| Parent Volunteers | |
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| Peers as Teachers | |
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| A Few Cautions When Using Peers | |
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| The Need for Information and Training | |
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| Effective Use of Team Members | |
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| The Importance of Consistency | |
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| Generalization of Skills Across Team Members | |
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| Summary | |
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| Keeping Track of Student Progress | |
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| Key Concepts | |
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| Types of Data Collection Strategies | |
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| Linking Data Collection Methods to the IEP Objectives | |
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| Collecting Data While Teaching in General Education Classrooms | |
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| Examples of Collecting Data During Instructional Times | |
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| Test Taking by the Class | |
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| Training Paraprofessionals and Others to Take Data | |
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| The Need for Alternate Assessment | |
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| Summary | |
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| He's Getting It! Now What? Taking Learning to the Next Level | |
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| Key Concepts | |
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| Involving the Student in Planning Next Steps | |
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| Writing IEP Objectives to Reflect Next Steps | |
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| Using Standards and Performance Indicators to Determine Next Steps | |
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| Using Task Analyses to Determine Next Steps | |
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| Using Life Needs to Determine Next Steps | |
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| Postsecondary Options | |
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| Next Steps for Nonacademic Skills | |
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| Summary | |
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| References | |
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| Index | |