Creating Inclusive Classrooms : Effective and Reflective Practices for All Students

by Salend, Spencer J.

• ISBN13: 9780131408135
• ISBN10: 0131408135
• Edition: 5th
• Format: Paperback
• Copyright: 2005-01-01
• Publisher: Prentice Hall

Summary

The fifth of Creating Inclusive Classrooms: Effective and Reflective Practices for All Students goes beyond the typical inclusion text in its reflective discussions on how to teach students with varying learning abilities. This text contains all of the core information that an inclusion text requires and then takes the reader to a higher level by including issues of gender, race, ethnicity, language, socioeconomic status, and family structures.

Table of Contents

Part I Understanding the Foundations and Fundamentals of Inclusion	1	(155)
Understanding Inclusion	2	(44)
What Is Special Education?	5	(1)
Special Education	5	(1)
What Is Inclusion?	6	(1)
Inclusion	6	(1)
Mainstreaming	6	(1)
Principles of Effective Inclusion	7	(5)
What Is the Least Restrictive Environment?	12	(3)
Least Restrictive Environment	12	(3)
What Factors Contributed to the Movement to Educate Students in Inclusive Classrooms?	15	(10)
Normalization	16	(1)
Deinstitutionalization	16	(1)
Early Intervention and Early Childhood Programs	16	(1)
Technological Advances	17	(1)
Civil Rights Movement and Resulting Litigation	18	(2)
Advocacy Groups	20	(1)
Segregated Nature of Special Schools and Classes	21	(1)
Disproportionate Representation	21	(2)
Standards-Based Reform and No Child Left Behind Act	23	(2)
What Are the Laws That Affect Special Education?	25	(7)
The Individuals with Disabilities Education Act (IDEA)	25	(3)
Other Laws Affecting Special Education	28	(4)
What Is the Impact of Inclusion?	32	(11)
Impact of Inclusion on Students with Disabilities	32	(4)
Impact of Inclusion on Students Without Disabilities	36	(2)
Impact of Inclusion on Educators	38	(2)
Impact of Inclusion on Families	40	(3)
Summary	43	(3)
Understanding the Diverse Educational Strengths and Needs of Students with Disabilities	46	(62)
How Does the Special Education Identification Process Work?	49	(15)
Comprehensive Planning Team	49	(1)
Prereferral System	50	(1)
Eligibility Determination	51	(1)
Individualized Education Program	51	(9)
Student Involvement	60	(4)
How Can IEPs Be Implemented in General Education Settings?	64	(5)
Involve Teachers in the IEP Process	64	(1)
Align the IEP to the General Education Curriculum	65	(1)
Differentiate Instruction to Address IEP Goals	66	(1)
Establish an Implementation Plan	67	(2)
Engage in Curriculum Mapping	69	(1)
What Are the Educational Strengths and Needs of Students with High-Incidence Disabilities?	69	(35)
Students with Learning Disabilities	70	(2)
Students with Emotional and Behavioral Disorders	72	(4)
Students with Attention Deficit Disorders	76	(1)
Types of ADD	77	(1)
Students with Mental Retardation	78	(2)
Students with Speech and Language Disorders	80	(2)
What Are the Educational Strengths and Needs of Students with Low-Incidence Disabilities?	82	(1)
Help Students Access the General Education Curriculum	83	(1)
Collaborate with Related Service Providers, Paraeducators, and Peers	83	(1)
Use Assistive and Instructional Technology	84	(1)
Adopt a Competency-Oriented Approach	84	(1)
Understand and Address Students Unique Abilities and Needs	85	(13)
Medication Monitoring	98	(2)
Students with Sensory Disabilities	100	(4)
Summary	104	(4)
Understanding the Diverse Educational Strengths and needs of Learners Who Challenge Schools	108	(47)
How Have Economic Changes Affected Students and Schools?	110	(7)
A Nation of Visible Rich and Invisible Poor	110	(1)
Poverty	111	(6)
How Have Demographic Shifts Affected Students and Schools?	117	(4)
Immigration	118	(3)
What Are the Educational Strengths and Needs of Students from Culturally and Linguistically Diverse Backgrounds?	121	(1)
Cultural Considerations	121	(1)
Linguistic Considerations	122	(1)
How Can I Differentiate Cultural and Language Differences from Learning Difficulties?	122	(7)
Diversify the Comprehensive Planning Team and Offer Training	123	(1)
Compare Student Performance in Both Primary and Secondary Languages	123	(1)
Consider the Processes and Factors Associated with Second Language Acquisition	124	(2)
Employ Alternatives and Traditional Standardized Testing	126	(1)
Identify Diverse Life and Home Experiences That Might Affect Learning and Language Development	126	(1)
Analyze the Data and Develop an Appropriate Educational Plan	126	(3)
What Are the Educational Strengths and Needs of Students Who Are Gifted and Talented?	129	(4)
Students with Special Needs Who Are Gifted and Talented	132	(1)
What Is the Effect of Discrimination and Bias on Schools and Students?	133	(15)
Racial Discrimination	133	(2)
Gender Bias	135	(3)
Gay, Lesbian, Bisexual, and Transgendered (GLBT) Youth	138	(1)
Students with HIV/AIDS	139	(2)
How Have Family Changes Affected Students and Schools?	141	(1)
Changing Definition of Family	141	(4)
Child Abuse	145	(3)
Substance Abuse	148	(1)
What Are Some Alternative Philosophies for Structuring Schools to Address Societal Changes?	148	(3)
Multicultural Education	150	(1)
Multicultural Education and Inclusion	150	(1)
Summary	151	(4)
Part II Creating an Inclusive Environment That Supports Learning for All Students	155	(178)
Creating Collaborative Relationships and Fostering Communication	156	(52)
Who Are Members of the Comprehensive Planning Team?	158	(6)
Family Members	158	(1)
School Administrators	158	(1)
General Educators	159	(1)
Special Educators	159	(1)
Paraeducators	159	(2)
School Psychologists	161	(1)
Speech and Language Clinicians	161	(1)
Social Workers	161	(1)
School Counselors	162	(1)
Vocational Educators	162	(1)
School Physicians and Nurses	162	(1)
Physical and Occupational Therapists	163	(1)
Staff from Community Agencies	163	(1)
Professionals for Students Who Are Second Language Learners	163	(1)
How Can Members of the Comprehensive Planning Team Work Collaboratively?	164	(21)
Employ Collaborative and Interactive Teaming	164	(3)
Use Person-Centered Planning	167	(1)
Work in Cooperative Teaching Arrangements	168	(7)
Employ Collaborative Consultation	175	(4)
Promote Congruence	179	(2)
Engage in Professional Development	181	(4)
How Can I Foster Communication and Collaboration with Families?	185	(20)
Gain the Trust of Families	186	(1)
Advocate for Students and Their Families	187	(1)
Ensure Confidentiality	188	(1)
Meet Regularly with Families	189	(3)
Resolve Conflicts Constructively	192	(1)
Address the Diverse Needs, Backgrounds, and Experiences of Families	192	(5)
Use Written Communication	197	(3)
Employ Technology-Based Communications	200	(1)
Encourage and Facilitate Family Observations	200	(3)
Offer Educational Programs to Families	203	(2)
Summary	205	(3)
Creating an Environment That Fosters Acceptance and Friendship	208	(40)
How Do Attitudes Toward Individual Differences Develop?	210	(1)
How Can I Assess Attitudes Toward Individual Differences?	211	(3)
Attitude Assessment Instruments	211	(1)
Knowledge of Individual Differences Probes	212	(1)
Student Drawings	212	(1)
Observational Techniques	212	(2)
Sociometric Techniques	214	(1)
How Can I Teach Acceptance of Individual Differences Related to Disability?	214	(12)
Attitude Change and Information-Sharing Strategies	214	(4)
Use Disability Simulations	218	(8)
How Can I Teach Acceptance of Individual Differences Related to Culture, Language, Gender, Religion, and Socioeconomic Status?	226	(12)
Reflect on Your Knowledge, Experiences, and Beliefs Related to Diversity	226	(1)
Promote Acceptance of Cultural Diversity	226	(10)
Teach Others to Respond to Stereotyping and Discrimination	236	(2)
How Can I Facilitate Friendships?	238	(8)
Teach About Friendships	238	(2)
Offer Social Skills Instruction	240	(1)
Foster Communication Among Students	241	(2)
Use Circles of Friends	243	(1)
Create a Friendly Classroom Environment	243	(1)
Use Peer-Based Strategies	244	(1)
Encourage Participation in Extracurricular and Community-Based Activities	245	(1)
Involve Family Members	246	(1)
Summary	246	(2)
Creating Successful Transitions to Inclusive Settings	248	(38)
How Can I Help Students Make the Transition to General Education Classrooms?	250	(10)
Understand Students' Unique Abilities and Challenges	250	(1)
Use Transenvironmental Programming	251	(9)
How Can I Help Students from Specialized Schools and Preschool Programs Make the Transition to Inclusive Settings?	260	(4)
Plan the Transitional Program	260	(2)
Adapt Transitional Models	262	(2)
How Can I Help Students from Linguistically and Culturally Diverse Backgrounds Make the Transition to Inclusive Settings?	264	(3)
Teach Cultural Norms	264	(1)
Orient Students to the School	264	(1)
Teach Basic and Interpersonal Communication Skills	265	(1)
Teach Cognitive Academic Language Proficiency Skills	266	(1)
Offer Newcomer Programs	267	(1)
How Can I Help Students Make the Transition from School to Adulthood?	267	(7)
Develop an Individualized Transition Plan	267	(3)
Prepare Students for Employment	270	(2)
Foster Independent Living Arrangements	272	(1)
Promote Students' Participation in Leisure Activities	273	(1)
Explore Postsecondary Opportunities	273	(1)
How Can I Help Students Develop Self-Determination?	274	(10)
Teach Goal Setting and Attainment	274	(3)
Offer Choices	277	(1)
Foster Self-Awareness	278	(1)
Develop Self-Advocacy and Leadership Skills	278	(1)
Promote Self-Esteem	279	(1)
Provide Attribution Training	279	(2)
Provide Access to Positive Role Models	281	(2)
Use Self-Determination Curricula	283	(1)
Summary	284	(2)
Creating a Classroom Environment That Promotes Positive Behavior	286	(47)
Schoolwide Positive Behavioral Support System	288	(1)
How Can I Collaborate with Others to Conduct a Functional Behavioral Assessment?	289	(8)
Create a Diverse Multidisciplinary Team	289	(1)
Identify the Problematic Behavior	290	(1)
Define the Behavior	290	(1)
Observe and Record the Behavior	290	(3)
Obtain Additional Information About the Student and the Behavior	293	(1)
Perform and Antecedents-Behavior-Consequences (A-B-C) Analysis	293	(1)
Analyze the Data	293	(1)
Develop Hypothesis Statements	294	(1)
Consider Sociocultural Factors	295	(2)
Develop a Behavioral Intervention Plan	297	(1)
Evaluate the Plan	297	(1)
How Can I Promote Positive Classroom Behavior in Students?	297	(23)
Relationship Building Strategies	297	(2)
Develop Students' Self-Esteem	299	(3)
Social-Skills Instruction	302	(2)
Antecedent-Based Interventions	304	(1)
Follow Routines	305	(2)
Consequence-Based Interventions	307	(3)
Self-Management Interventions	310	(3)
Group-Oriented Management Systems	313	(5)
Behavior Reduction Interventions	318	(2)
How Can I Prevent Student from Harming Others?	320	(3)
Students Who Are Bullies	320	(2)
Students with Aggressive and Violent Behaviors	322	(1)
How Can I Adapt the Classroom Design to Accommodate Students' Learning, Social, and Physical Needs?	323	(7)
Seating Arrangements	323	(1)
Teacher's Desk	324	(1)
Bulletin Boards and Walls	324	(1)
Learning Centers and Specialized Areas	325	(1)
Classroom Design Adaptations	325	(5)
Summary	330	(3)
Part III Differentiating Instruction for All Students	333	(160)
Differentiating Instruction for Diverse Learners	334	(44)
How Can I Differentiate Instruction for Students?	337	(10)
Tailor Curricular Goals and Strategies for Your Students and Your Learning Environment	337	(1)
Individualize and Personalize Your Curriculum	338	(1)
Use Curricular Accommodations	339	(1)
Use Universally Designed Curriculum and Teaching Materials	340	(2)
Use Individualized Teaching Accommodations	342	(1)
Use Instructional Materials Accommodations	342	(1)
Provide Personal Supports	343	(1)
Address Students' Learning Styles and Preferences	344	(1)
Address Students' Sensory Abilities	345	(2)
Consider Treatment Acceptability	347	(1)
How Can I Differentiate Instruction for Students Who Have Difficulty Reading and Gaining Information from Print Materials?	347	(9)
Use Teacher-Directed Text Comprehension Strategies	347	(3)
Teach Student-Directed Text Comprehension Strategies	350	(3)
Enhance the Readability of Materials	353	(3)
How Can I Differentiate Instruction for Students from Diverse Cultural and Language Backgrounds?	356	(7)
Use a Multicultural Curriculum	356	(2)
Use Multicultural Teaching Materials	358	(1)
Use Culturally Relevant and Responsive Teaching Strategies	359	(1)
Use Reciprocal Interaction Teaching Approaches	360	(1)
Use Effective ESL Approaches	361	(2)
Encourage Students to Respond	363	(1)
How Can I Use Instructional Technology and Assistive Devices to Differentiate Instruction for Students?	363	(12)
Instructional Technology	364	(6)
Assistive Devices	370	(5)
Summary	375	(3)
Differentiating Large- and Small-Group Instruction	378	(36)
How Can I Adapt Large-Group Instruction for Students?	480
Have Students Work Collaboratively	380	(1)
Encourage Students to Ask Questions	381	(1)
Help Students Take Notes	382	(3)
Teach Note-Taking Skills and Strategies	385	(1)
Foster Students' Listening Skills	385	(1)
Gain and Maintain Students' Attention	386	(1)
Give Clear and Detailed Directions	387	(2)
Motivate Students	389	(2)
How Can I Use Effective Teacher-Centered Instruction?	391	(11)
Elements of Effective Teacher-Centered Instruction	391	(11)
How Can I Successfully Use Cooperative Learning Arrangements with Students?	402	(10)
Select an Appropriate Cooperative Learning Format	404	(2)
Establish Guidelines for Working Cooperatively	406	(1)
Form Heterogeneous Cooperative Groups	407	(1)
Arrange the Classroom for Cooperative Learning	407	(1)
Develop Students' Cooperative Skills	407	(2)
Evaluate Cooperative Learning	409	(3)
Summary	412	(2)
Differentiating Reading, Writing, and Spelling Instruction	414	(38)
How Can I Help Students Learn to Read?	416	(13)
Offer Early Identification	416	(1)
Promote Phonological Awareness	416	(2)
Promote Reading Fluency	418	(4)
Enhance Students' Text Comprehension	422	(4)
Use a Balanced Approach	426	(2)
Use Remedial Reading Programs, Strategies, and Materials	428	(1)
How Can I Help Students Learn to Write?	429	(15)
Make Writing Meaningful and an Integral Part of the Curriculum	429	(2)
Use Journals	431	(1)
Use a Process-Oriented Approach to Writing Instruction	431	(7)
Provide Feedback	438	(1)
Teach Students to Use Learning Strategies	439	(1)
Use Computer-Supported Writing Applications	440	(4)
How Can I Help Students Learn to Spell?	444	(6)
Use a Combination of Approaches	444	(1)
Adapt Spelling Instruction	445	(5)
Summary	450	(2)
Differentiating Mathematics, Science, and Social Studies Instruction	452	(41)
How Can I Differentiate Mathematics Instruction?	454	(13)
Use a Problem-Solving Approach	454	(1)
Present Mathematics Appropriately	455	(1)
Use Teaching Aids	456	(3)
Use a Variety of Instructional Approaches	459	(5)
Help Students Develop Their Math Facts and Computation Skills	464	(2)
Provide Feedback and Use Assessment to Guide Future Teaching	466	(1)
How Can I Differentiate Science and Social Studies Instruction?	467	(24)
Choose and Use Appropriate Instructional Materials	467	(7)
Use Content Enhancements	474	(6)
Use a Variety of Instructional Approaches and Practices	480	(10)
Address the Needs of Diverse Learners	490	(1)
Summary	491	(2)
Part IV Evaluating Individual and Programmatic Progress	493	(52)
Evaluating Student Progress and the Effectiveness of Your Inclusion Program	494	(51)
How Can I Evaluate the Academic Performance of Students?	496	(27)
Standardized Testing	496	(6)
Alternatives to Standardized Testing	502	(17)
Gathering Additional Information About the Academic Progress of Diverse Learners	519	(3)
Reporting Information About the Academic Progress of Diverse Learners	522	(1)
How Can I Grade Students in Inclusive Settings?	523	(7)
Report Card Grading	523	(7)
How Can I Evaluate the Social and Behavioral Performance of Students?	530	(1)
Observational and Sociometric Techniques	530	(1)
Self-Concept Measures	531	(1)
How Can I Measure Perceptions of My Inclusion Program?	531	(8)
Students' Perceptions	532	(1)
Teachers' Perceptions	532	(5)
Family Members' Perceptions	537	(2)
How Can I Improve the Effectiveness of My Inclusion Program?	539	(3)
Examine the Impact of Student Performance	539	(1)
Determine Program Strengths, Concerns, and Possible Solutions	539	(3)
Summary	542	(3)
References	545	(44)
Name Index	589	(18)
Subject Index	607

Excerpts

As reflections of society, our nation's schools have historically been challenged to respond to various societal changes and mandates. The movement toward inclusion has developed as a dynamic way to meet these educational challenges. However, there is still a considerable gap between theory and practice. This book is intended to fill that gap by keeping the perspectives of teachers, students, and families in mind, and translating current research on inclusion into effective and reflective classroom practices that address and expand the realities of the classroom setting. Within each chapter are numerous text-based and CD-ROM video-based classroom examples and case studies of real situations that educators, students, and family members encounter in inclusive classrooms as well as guidelines, strategies, technology, and procedures that have been used to address these situations to educateall studentssuccessfully in inclusive classrooms. The book is designed to serve as a text for undergraduate, graduate, and in-service courses for teachers, ancillary support personnel, and administrators interested in acquiring the knowledge, skills, and dispositions to educateall learners.Because of its focus on instructional procedures and collaboration, the book also can serve as a supplementary text for a course on instructional methods or consultation. ORGANIZATION AND APPROACH The book is organized into four parts. Part I includes Chapters 1, 2, and 3 and introduces you to the foundations and fundamentals of inclusion and the challenges of its implementation. Part II includes Chapters 4, 5, 6, and 7 and provides you with strategies for creating an inclusive environment that supports learning forall students.Part III includes Chapters 8, 9, 10, and 11 and offers you strategies to differentiate instruction to promote the learning ofall studentswithin inclusive educational settings. Part IV consists of Chapter 12, which offers a framework and specific strategies and resources for evaluating inclusion programs in terms of individual and programmatic progress. A Principled Philosophy The following principles of effective inclusion also provide a framework for this book. These four principles--all learners and equal access, individual strengths and needs and diversity, reflective practices and differentiated instruction,andcommunity and collaboration--are integrated into each chapter of the book and demonstrate that inclusion is not just a government mandate but a principled philosophy of reflective, effective teaching for individualizing the educational system forall students. These four principles, along with the incorporation of diversity and instructional technology into each chapter, make the book consistent with the professional standards for preparing teachers to work in today's diverse classrooms established by the Council for Exceptional Children (CEC), Educational Testing Service (PRAXIS), and the Interstate New Teacher Assessment and Support Consortium (INTASC). The summary questions at the end of each chapter provide you with the alignment of these standards to the content in the book. The principles, content, and innovative pedagogical and technological features also are designed to help you become an effective and reflective practitioner who is able to think critically about your values, beliefs, and practices and to refine your professional practices to facilitate the learning ofall students. A Non-Categorical Approach The book is also organized to serve as a model for creating inclusive classrooms forall students.It is meant to facilitate your development of a holistic approach to educating students while focusing on individual strengths and needs rather than on global disability characteristics. Thus, it is not separated into chapters by disability category or cultural and linguistic background