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| List of Inclusive Activities and Worksheets for Teachers and Students | |
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| Preface | |
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| Acknowledgments | |
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| About the Author | |
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| Examining the Research Base and legal Considerations in Special Education Along with the Reasons for Inclusion | |
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| Disability Legislation | |
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| Introduction: Why Do Inclusion | |
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| Establishing Legislative Knowledge | |
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| Disability Categories Under Individuals with Disabilities Education Act (IDEA) | |
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| History of the Americans with Disabiltiies Act (ADA) | |
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| Civil Rights for Students with Disabilities Under Section 504 | |
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| Past, Present, and Future Concerns | |
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| Cooperative Legislative Review | |
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| Implications of Elementary and Secondary Education Act: ESEA | |
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| Translating Research to Learning Strategies That Work | |
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| Inclusion and the Student with Disabilities | |
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| Understanding the Often Complicated Special Education Terminology Beyond the Words | |
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| Disability Introspection | |
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| Being Treated Differently | |
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| Merits of Individuality | |
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| Disability Awareness Classroom Suggestions | |
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| Different Choices | |
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| Preparation for Successful Inclusion | |
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| Focusing on Abilities | |
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| Establishing Successful Inclusive Classrooms | |
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| Strategies That Work With All Learners | |
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| Effective Ingredients | |
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| Applying Diverse Strategies | |
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| Strategic Curriculum Applications | |
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| Establishing Prior Knowledge | |
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| Scoring With Metacognition (Knowing What You Know) | |
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| The Goal of Special Education | |
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| Motivating and Personalizing Learning Choices | |
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| Multiple Intelligences of Students | |
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| Learning Analysis | |
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| Concretizing Learning | |
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| UbD: Understanding by Design | |
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| UDL: Universal Design for Learning | |
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| Learning Designs | |
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| Kinesthetic Connections | |
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| Sensory Approaches and Learning Modalities | |
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| Next, Writing and Applying the IEP (Individualized Education Program) | |
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| Practical Guidelines for Using and Writing the IEP | |
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| Appropriate Goals and Skills to Consider When Writing an IEP | |
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| How to Track and Document IEPs | |
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| Mock IEPs (It's Educationally Prudent!) | |
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| Introducing Social, Emotional, and Behavioral Issues Into the Curriculum | |
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| Connecting Cognitive and Affective Skills | |
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| Addressing Emotional Intelligences | |
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| Behavioral Approaches for Educators | |
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| Functional Behavioral Assessment (FBA) | |
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| Transitional Services | |
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| Ways to Teach Social Skills | |
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| Classroom Climate | |
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| Reaching and Co-teaching Your Students | |
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| Building Productive Relationships | |
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| Collaborating as a Team | |
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| Classroom Dynamics | |
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| Inclusion Dilemmas | |
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| More Lesson Concerns | |
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| Teen Culture | |
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| Using the Three R's to Guide Instruction and Assessment | |
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| 1st R: Reading | |
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| 2nd R: ' Riting | |
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| 3rd R: 'Rithmetic | |
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| Completing the Basics | |
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| Artful Education | |
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| Science by Doing, Thinking, and Connecting to the World | |
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| Valuing Phsical Education | |
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| Interdisciplinary Approach: Educational Salads | |
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| Emphasizing Comprehension and Study Skills | |
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| Learning More About Learning | |
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| Developing Better Practices | |
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| Teaching for More Understanding | |
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| Organized Environments | |
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| Assessing, Testing, and Grading Your Students | |
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| Purposeful Assessments | |
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| User-Friendly Testing Formats | |
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| Assessment Trends | |
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| Teacher Tips | |
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| Testing Changes | |
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| Working With Parents and Families of Students With Disabilities | |
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| Valuing Parents and Families | |
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| Parents, Families, and Teachers as Allies | |
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| Considering Technology in the Inclusive Classroom | |
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| Benefits and Promising Futures | |
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| Classroom/Community Implications and Resourcse | |
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| Reflecting as Classroom Practice Reviewing and Maintaining Skills | |
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| Preteach, Teach, Reteach | |
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| Summing Up the Learning | |
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| Combining Elements | |
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| Disability Tables | |
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| Organization | |
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| Bibliography | |
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| Alphabetized Acronyms | |
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| Index | |