Efnisyfirlit

• Preface
• About the Authors
• Chapter 1 Inclusive Teaching as Responsive Education
• The ADAPT Framework
• Inclusive Education
• Origins of Inclusion
• Evolution of Inclusive Education
• Inclusive Education Practices
• The Inclusion Debate
• Special Education
• Free Appropriate Public Education
• Least Restrictive Environment
• Systematic Identification Procedures
• Individualized Education Programs
• Family Involvement
• Related Services
• Access to the General Education Curriculum
• Effective, Evidence-Based Practices
• Frequent Monitoring of Progress
• The Foundations of Special Education
• Inconsistent Opportunities
• Early Court Cases: The Backdrop for National Legislation
• Laws and Court Decisions That Protect Today’s Students With Disabilities
• Every Student Succeeds Act
• Section 504 of the Rehabilitation Act
• Americans With Disabilities Act
• Individuals With Disabilities Education Act
• Assistive Technology Act of 2004 and 21st Century Assistive Technology Act of 2022
• Court Decisions Defining IDEA
• Thinking About Disabilities
• The Deficit Perspective on Disabilities
• The Cultural Perspective on Disabilities
• The Sociological Perspective on Disabilities
• People With Disabilities as Members of a Historically Underrepresented Group
• Disabilities Defined
• Causes of Disabilities
• Biological Causes of Disabilities
• Environmental Causes of Disability
• Other Risk Factors
• Categories of Students With Disabilities
• Summary
• Review the Learning Objectives
• Revisit the Opening Challenge
• Key Terms
• Professional Standards and Licensure
• Notes
• Chapter 2 Delivery of Individualized Services to Students With Different Learning Needs
• ADAPT in Action
• Ms. Rymes Seeks Information
• Multi-Tiered Systems of Support
• Universal Screening
• Tier 1 (All)
• Tier 2 (Some)
• Tier 3 (Few)
• The Evaluation and Identification Process
• Step 1: Prereferral
• Step 2: Referral
• Step 3: Identification
• Step 4: Eligibility
• Step 5: Development of the Individualized Education Program
• Step 6: Implementation of the Individualized Education Program
• Step 7: Evaluation and Reviews
• Risks for Disabilities and Special Education Identification
• Definition of At Risk
• Conditions That Contribute to Risk
• Poverty
• Homelessness
• Migrant and Immigrant Status
• Conditions of Some Schools
• Members of the Individualized Education Program Team
• Roles of Education Professionals
• Roles of Families
• Roles of Students
• Individualized Education Plans and Programs
• Individualized Family Service Plans (IFSPs)
• Individualized Education Programs (IEPs)
• Transition Components of Individualized Education Programs
• Behavior Intervention Plans (BIPs)
• 504 Plans
• Qualifying for Services Under Section 504
• IDEA vs 504
• Providing Educational Services Under Section 504
• Related Services and Providers
• Summary
• Review the Learning Objectives
• Revisit the Opening Challenge
• Key Terms
• Professional Standards and Licensure
• Chapter 3 Developing Collaborative Partnerships in Schools and With Families
• Characteristics of Collaboration
• Shared Problem Solving
• Shared Responsibility
• Voluntary Involvement
• Critical Prerequisite Skills for Effective Collaboration
• Communication Skills
• Conflict Resolution Skills
• Multicultural and Linguistic Diversity Considerations
• How Professionals Can Work Together Collaboratively
• The Need for Collaborative Partnerships With Professionals
• Models of Collaborative Partnerships With Professionals
• Collaboration–Consultation
• Coteaching Model
• Collaboration Considerations for English Learners
• How Professionals Can Collaborate With Paraprofessionals
• Roles and Responsibilities of Paraprofessionals in Collaborative Partnerships
• Supervision and Training of Paraprofessionals
• How Professionals Can Collaborate With Families
• The Need for Collaborative Partnerships With Families
• Models of Collaborative Partnerships With Families
• Family Systems Approach
• Considering Diversity: Ways to Involve the Family and the Community
• Parent–Teacher Conference
• Home–School Communication
• Summary
• Review the Learning Objectives
• Revisit the Opening Challenge
• Key Terms
• Professional Standards and Licensure
• Chapter 4 Culturally and Linguistically Diverse Learners and Families and Gifted and Talented Learners
• Meeting the Needs of Students in Culturally and Linguistically Diverse Classrooms
• Definition of Culture
• Multicultural Education
• Bilingual Education
• Disproportionate Representation of Culturally and Linguistically Diverse Students in Special Education
• Culturally and Linguistically Diverse Gifted Students
• Prevalence
• Twice Exceptional Students Are a Special Case
• Over- and Underrepresentation for Gifted Education
• Reasons for Disproportionate Representation
• Implications
• Solutions
• Applying the Response to Intervention Framework for Culturally and Linguistically Diverse Learners
• Effective Multicultural Special Education Programs
• Bilingual Special Education
• Considering Diversity: Equal Opportunity to Learn
• Instruction
• Assessment
• Learning Environment
• Linguistic Support
• Validated Instructional Practices
• Curricular Modifications
• Summary
• Review the Learning Objectives
• Revisit the Opening Challenge
• Key Terms
• Professional Standards and Licensure
• Chapter 5 Understanding Learners With the Most Common Disabilities or Conditions
• Considering Diversity: Overrepresentation and Underrepresentation of Students in Special Education Categories
• Categories for Students With Disabilities
• Ways Disabilities Are Organized for Special Education
• Special Education Categories
• Perspectives on Disability
• Severity of Disability
• Prevalence of Disability
• Attributes of Students With Learning Disabilities
• Definition
• Types
• Characteristics
• Attributes of Students With Speech or Language Impairments
• Definition
• Types
• Characteristics
• Attributes of Students With Attention Deficit Hyperactivity Disorder
• Definition
• Types
• Characteristics
• Attributes of Students With Autism Spectrum Disorder
• Definition
• Types
• Characteristics
• Attributes of Students With Intellectual and Developmental Disabilities
• Definition
• Types
• Characteristics
• Attributes of Students With Emotional or Behavioral Disorders
• Definition
• Types
• Characteristics
• Summary
• Review the Learning Objectives
• Revisit the Opening Challenge
• Key Terms
• Professional Standards and Licensure
• Chapter 6 Understanding Learners With Less Common Disabilities or Conditions
• Attributes of Students With Less Common Disabilities
• Attributes of Students With Health Impairments
• Definition
• Types
• Characteristics
• Considering Diversity: Sickle-Cell Disease
• Attributes of Students With Multiple Disabilities
• Definition
• Types
• Characteristics
• Attributes of Students With Developmental Delay
• Definition
• Types
• Characteristics
• Attributes of Students With Physical Disabilities
• Definition
• Types
• Characteristics
• Attributes of Students Who Are Deaf and Hard of Hearing
• Definition
• Types
• Characteristics
• Attributes of Students With Visual Disabilities
• Definition
• Types
• Characteristics
• Attributes of Students With Traumatic Brain Injury
• Definition
• Types
• Characteristics
• Attributes of Students With Deaf-Blindness
• Definition
• Types
• Characteristics
• Summary
• Review the Learning Objectives
• Revisit the Opening Challenge
• Key Terms
• Professional Standards and Licensure
• Notes
• Chapter 7 Designing and Delivering Differentiated Instruction
• Differentiated Instruction
• Considering Diversity: Strategies for Differentiated Instruction for English Learners
• Consideration of Time Strategies
• Grouping Strategies
• Presentation Strategies
• Response Strategies
• The ADAPT Framework
• ADAPT Steps
• Effective Practices for Designing and Delivering Instruction
• Translating Research Findings Into Instructional Practices
• Designing Instruction
• Types of Knowledge
• Instructional Techniques
• Critical Thinking
• Delivering Instruction
• Advance Organizer
• Presentation of Subject Matter (I Do)
• Guided Practice (We Do)
• Independent Practice (You Do)
• Closure
• Types of Questions and Questioning Strategy
• How Instructional Grouping Practices Can Promote Effective Instruction
• Instructional Grouping Practices
• Whole Group
• Flexible Small Groups
• Same-Ability Groups
• Mixed-Ability Groups
• One-to-One Groups
• Peer Tutoring
• Cooperative Learning
• Summary
• Review the Learning Objectives
• Revisit the Opening Challenge
• Key Terms
• Professional Standards and Licensure
• Chapter 8 Promoting Access to the General Education Curriculum
• Universal Design for Learning
• Universal Design for Learning and Its Applications
• Guidelines for Textbooks and Instructional Materials to Use With Students Who Have Unique Learning Needs
• Textbooks
• Instructional Materials
• Student Considerations
• Instructional Content and Methodology Considerations
• Adaptations for Curricular Materials
• Assistive Technology Devices and Services for Promoting Access to the General Education Curriculum
• Assistive Technology Devices
• Assistive Technology Services
• Importance of Assistive Technology
• Examples of Smart Phones and Apps for People With Disability
• Assistive Technology Integration
• Summary
• Review the Learning Objectives
• Revisit the Opening Challenge
• Key Terms
• Professional Standards and Licensure
• Chapter 9 Assessment and Data-Based Decision Making
• Data-Based Instructional Decisions
• Why We Assess Students
• Identifying Strengths and Weaknesses
• Determining Relative Standing
• Informing Instruction
• Determining Program Eligibility
• Grading
• Determining Adequate Yearly Progress
• Documenting Progress
• Legislative Protection Related to Assessment
• Assessing Students With Unique Learning Needs
• Norm-Referenced Tests
• Progress-Monitoring Measures
• Criterion-Referenced Tests
• Testing for Students’ Strategies
• Screening Tests
• Diagnostic Assessments
• Observations
• Interviews
• Rating Scales and Checklists
• Rubrics
• Work Samples
• School Records
• Portfolio Assessments
• Behavioral Assessments
• Functional Behavior Assessment
• Curriculum-Based Measures (CBM)
• Designing Curriculum-Based Measures
• Technical Adequacy
• Adapting and Modifying Assessments for Students With Unique Learning Needs
• Universal Design for Assessment
• Parental Involvement
• Adaptation Categories
• Input Adaptations
• Output Adaptations
• Time and/or Schedule Adaptations
• Location Adaptations
• Academic Qualifications
• Adaptations for High-Stakes Testing
• Curricular Content
• Assessment Issues
• Adaptation Issues
• Alternative Assessments
• Summary
• Review the Learning Objectives
• Revisit the Opening Challenge
• Key Terms
• Professional Standards and Licensure
• Chapter 10 Promoting Positive Behavior and Facilitating Social Skills
• Practices That Can Be Used to Foster Student Relationships and Communication
• Know Your Students
• Student Relationships
• Motivational Practices
• Positive Relationships With Students
• Responsive to Cultural Differences
• Considering Diversity: Mixed Messages?
• Ways to Communicate Effectively With Students
• Clear and Consistent Messages
• Rules and Consequences
• Daily Schedule
• Good Directions
• Transition Procedures
• Specific Praise
• Effective Classroom Arrangement Practices
• Physical Arrangements
• Traffic Patterns
• Seating Arrangements
• With-It-Ness
• Classroom Observation
• Goals of Misbehavior
• Assessing Problem Behaviors
• Behavior Identification
• Observational Techniques
• Instructional Strategies for Behavior Problems
• Planned Ignoring
• Problem Behaviors
• Redirecting Inappropriate Behavior
• Contingent Observation
• Managing Classroom Behavior
• Criterion-Specific Rewards
• Contracting
• Self-Regulation
• Time-Out and Seclusion Time-Out
• In-School Supervision
• Functional Behavior Assessment
• Behavior Intervention Plan
• Promoting Safer Schools
• Guidelines for Safer Schools
• Dealing With Bullying
• Summary
• Review the Learning Objectives
• Revisit the Opening Challenge
• Key Terms
• Professional Standards and Licensure
• Chapter 11 Teaching Reading
• Issues Related to Reading Instruction
• The Five Components of Reading and Phonological Awareness
• Phonological Awareness
• Characteristics of Students Who Struggle With Phonological Awareness
• Strategies for Teaching Phonological Awareness
• Phonics and Word Study
• Characteristics of Students Who Struggle With Phonics and Word Study
• Strategies for Teaching Phonics and Word Study
• Considering Diversity: Anchoring Reading to Culture
• Reading Fluency
• Characteristics of Students Who Struggle With Reading Fluency
• Strategies for Teaching Reading Fluency
• Reading Vocabulary
• Characteristics of Students Who Struggle With Reading Vocabulary
• Strategies for Teaching Reading Vocabulary
• Reading Comprehension
• Characteristics of Students Who Struggle With Reading Comprehension
• Strategies for Teaching Reading Comprehension
• Summary
• Review the Learning Objectives
• Revisit the Opening Challenge
• Key Terms
• Professional Standards and Licensure
• Common Core State Standards
• Chapter 12 Teaching Writing
• Dysgraphia
• Instructional Design Features That Promote Success
• Stage 1: Develop and Activate Background Knowledge
• Stage 2: Discuss It
• Stage 3: Model It
• Stage 4: Memorize It
• Stage 5: Support It
• Stage 6: Perform Independently
• The Stages of Writing
• Prewriting Stage of Writing
• Characteristics of Students Who Struggle With Prewriting
• Strategies for Teaching During the Prewriting Stage
• Considering Diversity: Writing Assistance for Culturally and Linguistically Diverse Students With Special Needs
• Drafting Stage of Writing
• Characteristics of Students Who Struggle With Drafting
• Strategies for Teaching During the Drafting Stage
• Revising Stage of Writing
• Characteristics of Students Who Struggle With Revising
• Strategies for Teaching During the Revising Stage
• Editing Stage of Writing
• Characteristics of Students Who Struggle With Editing
• Strategies for Teaching During the Editing Stage
• Publishing Stage of Writing
• Characteristics of Students Who Struggle With Publishing
• Strategies for Teaching During the Publishing Stage
• Ways Teachers Can Provide Effective Instruction and Adaptations for Writing
• Summary
• Review the Learning Objectives
• Revisit the Opening Challenge
• Key Terms
• Professional Standards and Licensure
• Common Core State Standards
• Publications That Feature Student Writing, Poetry, and Art
• Chapter 13 Teaching Mathematics
• Characteristics of Students With Mathematics Difficulties and Attributes of Effective Instruction
• Mathematics Difficulties and Disabilities
• Factors Contributing to Mathematics Difficulties
• Considering Diversity: Focusing on the Language and Symbols of Mathematics
• Evidence-Based Instructional Practices
• Early Number Development and How It Is Taught
• Difficulties With Early Number Development
• Teaching Early Number Development
• Counting
• Teen Numbers
• Magnitude Comparison
• Numeral Recognition: Fast Numbers
• Number Writing: Quick Write
• Reversals
• Part-Part-Whole Relationships
• Number Combinations and How They Are Taught
• Difficulties With Number Combinations
• Teaching Number Combinations
• Place Value and How It Is Taught
• Difficulties With Place Value
• Teaching Place Value
• Teen Numbers
• Need to Trade?
• Are There Enough?
• Whole-Number Computation and How It Is Taught
• Difficulties With Whole-Number Computation
• Teaching Whole-Number Computation
• Rounding
• Estimation: The Front-End Strategy
• Estimation: The Clustering Strategy
• Bean Stick Computation
• Alternative Algorithms
• Demonstration Plus Permanent Model
• Key Questions
• Sequence of Instruction
• Rational Numbers and How They Are Taught
• Difficulties With Rational Numbers
• Teaching Rational Numbers
• Sorting Fractions and Decimals
• Fractions as Equal to or Greater Than 1
• Comparisons
• Number Combinations and Fractions
• Money, Decimals, and Percentages
• Algebra and How It Is Taught
• Difficulties With Algebra
• Teaching Algebraic Reasoning
• Fact Families
• Solving Algebraic Equations
• Order of Operations
• Graphic Organizers
• Problem Solving and How It Is Taught
• Difficulties With Problem Solving
• Types of Word Problems
• Teaching Problem Solving
• Summary
• Review the Learning Objectives
• Revisit the Opening Challenge
• Key Terms
• Professional Standards and Licensure
• Common Core State Standards
• Chapter 14 Facilitating Content-Area Instruction and Study Skills
• Difficulties Students Demonstrate With Content-Area Instruction
• Teaching Content-Area Vocabulary and Concepts
• Teaching Technical Vocabulary and Concepts
• Considering Diversity: Teaching Students Who Are Gifted and/or Talented
• Evidence-Based Instructional Strategies
• Monitoring Reading Comprehension
• Teaching Students to Monitor Their Understanding
• Evidence-Based Instructional Strategies
• Learning From Textbook Instruction
• Teaching Students How to Learn From Textbooks
• Promoting Student Participation
• Using Class Discussions to Engage Students
• Helping Students With Difficulties in Study Skills
• Study Skills
• Teaching Time Management Skills
• Teaching Listening and Note-Taking Skills
• Ways to Facilitate Memorization and Test Taking
• Teaching Memorization and Test-Taking Skills
• Summary
• Review the Learning Objectives
• Revisit the Opening Challenge
• Key Terms
• Professional Standards and Licensure
• Common Core State Standards
• Glossary
• References
• Index