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• Cover Page
• Half Title page
• Title Page
• Copyright Page
• Contents
• Foreword
• Preface
• List of Contributors
• Readings
• Creating Inclusive Classrooms: An Overview
• A Brief History of Special Education
• Inclusive Education
• Curricular and Instructional Approaches that Facilitate Inclusion
• Cooperative Group and Project Learning as Inclusion Strategies
• Elements of Successful Cooperative Learning
• Scaffolded Strategy Instruction in the Context of Meaningful Learning Activities
• Some Cautions
• Alternative Assessment
• Performance-Based Assessment
• Collaborative Teamwork
• Conclusion
• References
• Weaving Lessons: Strategies for Teaching Mathematics and Science in Inclusive Settings
• What Constitutes Appropriate Mathematics and Science Curriculum for Learners with Special Needs?
• IEPs and the Inclusive Curriculum
• What Pedagogies Match Curricular Reform and Best Serve Students with Special Needs?
• Learned Helplessness Versus Independent Learning
• Challenging Goals and Expectations in Mathematics and Science
• The Interwoven Approach
• Explicit Strategy Instruction in Mathematics and Science
• Coaching
• The Role of Cooperative Learning
• The Role of Student Choice in an Inquiry-Based Curriculum
• Evaluating Progress and Learning
• Giving Students a Role in Assessment
• Conclusion
• References
• Curricular and Instructional Considerations for Teaching Students With Disabilities in General Education Classrooms
• What Does a Quality Curriculum for a Student With Disabilities in a General Education Classroom Look Like?
• How Should the Content of the Curriculum Be Determined?
• How Can Individualized Curricular Content Be Addressed Appropriately in the Classroom When Students Without Disabilities Are Pursuing Different Curricular Content?
• How Can Appropriate Learning Opportunities to Include Students With Disabilities in Classroom Activities Be Identified or Adapted?
• How Can Instruction Be Individualized Within the Context of General Class Activities?
• Conclusion
• References
• Collaboration as a Tool for Inclusion
• Understanding Collaboration
• Collaboration Defined
• Key Features of Collaboration
• Common Goals
• Interdependence and Parity
• Interactive Exchange of Resources
• Decision Making
• Problem-Solving Skills
• Communication Skills
• Cultural and Systemic Factors that Affect Collaboration
• Barriers to Collaboration
• Conceptual Barriers
• Pragmatic Barriers
• Attitudinal Barriers
• Professional Barriers
• Resolving Problems in Collaborative Partnerships
• Forms of Collaboration in the School
• Team-Teaching
• Collaborative Consultation
• Intervention Teams
• Multidisciplinary Student Service Delivery Teams
• Conclusion
• References
• The Casebook
• An Introduction to Cases
• What are Cases and What Can you Learn from Them?
• Reading the Cases
• Participating in Case Discussions
• Related Case Activities
• On to the Cases
• References
• One Parent’s Struggle for Inclusion
• The Early Years
• The Neighborhood School
• The Neighborhood and Community
• The Future
• The Dialogue That Might Be Silencing
• Reference
• Teachers’ Attitudes Toward ESL Students and Programs
• Part A
• Part B
• Part C
• Overcoming Cultural Misunderstandings
• Part A
• Part B
• Part C
• Tragedies and Turnarounds
• Epilogue
• Small Victories: Pedro’s Story
• Part A: Pedro’s Background and School Experience
• Part B: Progress in Reading
• Reference
• Reading in Biology Class
• The Context of the Biology Class
• The Case Events
• When She’s Ready, She’ll Catch Up
• “We Are Chauvinists”: Sexual Entitlement and Sexual Harassment in a High School
• Part A
• Part B
• Help, With Strings Attached
• In the Best Interests of the Child
• Part A
• Building an Inclusive School: Vision, Leadership, and Community
• The Setting
• Before Inclusive Education
• Rethinking Assumptions
• The Trip to New Castle
• The First Years of Implementation
• Involving Parents and the Community
• Looking Backward and to the Future
• Epilogue
• Reference
• Inclusion for All? Dilemmas of a School’s Move Toward Inclusion
• Part A
• Part B
• Conflicts in Collaboration1
• The Setting
• Joan Baker, Reading Specialist
• Mary Calley, History Teacher
• Harold Whitmore, History Teacher
• John Peterson, Science Teacher
• Joan Baker’s Final Thoughts
• Author Index
• A
• B
• C
• D
• E
• F
• G
• H
• I
• J
• K
• L
• M
• N
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• P
• R
• S
• T
• U
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• W
• Y
• Z
• Subject Index
• A
• B
• C
• D
• E
• F
• G
• H
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