Including Students with Special Needs : A Practical Guide for Classroom Teachers

by Friend, Marilyn; Bursuck, William D.

Edition:

4th

ISBN13:

9780321317742

ISBN10:

0321317742

Format:

Paperback

Pub. Date:

1/1/2006

Publisher(s):

Allyn & Bacon

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Summary

The most widely adopted text in Inclusion courses, Including Students with Special Needspresents information, suggestions, and practices for teaching students with diverse abilities that are effective and feasible for today's classroom teacher. The fourth edition continues to offer practical strategies for teaching students with special needs in inclusive settings. Its non-categorical approach helps teachers ensure all students success regardless of their specific category of exceptionality. Filled with examples and vignettes, the text illuminates teaching methods and shows how they affect students learning. By drawing on the authors expertise in elementary and secondary education, this book examines the needs of students with low-incidence and high-incidence disabilities at both education levels. The useful organization first lays a foundation in special education and the inclusion model, and then helps readers apply that information in specific classroom situations.

Features

xviii

Preface

xxii

The Foundation for Educating Students with Special Needs

xxx

Learner Objectives

(1)

Key Terms and Concepts

(1)

What Key Terms and Concepts Define Special Education?

(4)

Least Restrictive Environment

(1)

Mainstreaming

(1)

Inclusive Practices

(2)

How Did Today's Special Education Services Come to Exist?

(8)

The Development of Education for Students with Disabilities

(1)

The Impact of the Civil Rights Movement on Special Education

(3)

The Legislative Basis for Contemporary Special Education

(4)

What Are Current Perspectives on Inclusive Practices?

(6)

A Problem of Definition

(2)

Perceptions of School Professionals

(1)

Perceptions of Parents

(1)

Student Outcomes

(1)

Putting the Pieces Together

(2)

Who Receives Special Education and Other Special Services?

(8)

Categories of Disability in Federal Law

(5)

Cross-Categorical Approaches to Special Education

(1)

Other Students with Special Needs

(2)

Summary

(1)

Applications in Teaching Practice: Understanding Contemporary Special Education Practices

(1)

Working the Standards

(1)

Further Readings

(1)

Special Education Procedures and Services

(40)

Learner Objectives

(1)

Key Terms and Concepts

(1)

Who Are the Professionals in Special Education?

(10)

General Education Teachers

(2)

Special Education Teachers

(1)

Other Specialists and Related Service Providers

(7)

How Can You Decide Whether a Student Need Might Be a Disability?

(3)

Analyze Unmet Needs

(2)

Communicate Your Observations and Try Your Own Interventions

(1)

How Do Students Obtain Special Services?

(9)

Initial Consideration of Student Problems

(1)

The Special Education Referral and Assessment Process

(4)

Decision Making for Special Services

(1)

Monitoring Special Education Services

(3)

What Is an Individualized Education Program?

(5)

Required Components of an IEP

(4)

The Value of IEPs

(1)

What Services Do Students with Disabilities Receive?

(6)

Special Education and Related Services

(1)

Student Placement

(5)

Summary

(1)

Applications in Teaching Practice: A Visit to an MDT Meeting

(2)

Working the Standards

(2)

Further Readings

(1)

Building Partnerships through Collaboration

(34)

Learner Objectives

(1)

Key Terms and Concepts

(2)

What Are the Basics of Collaboration?

(6)

Characteristics of Collaboration?

(3)

Prerequisites for Collaboration

(3)

What Are Effective Applications of Collaboration in Schools That Foster Inclusion?

(13)

Shared Problem Solving

(6)

Co-Teaching

(3)

Working on a Team

(2)

Consultation

(2)

How Can You Work Effectively with Parents?

(6)

Understanding the Perspective of Family Members

(1)

Parents' Reactions to Their Child's Disability

(1)

Family-Centered Practices

(2)

Collaborating with Parents

(2)

How Can You Work Effectively with Paraprofessionals?

100

(2)

Understanding Your Working Relationship with Paraprofessionals

100

(2)

Collaborating with Paraprofessionals

102

(1)

Summary

102

(1)

Applications in Teaching Practice: Collaboration in the Washington School District

103

(1)

Working the Standards

104

(1)

Further Readings

105

(1)

Assessing Student Needs

106

(38)

Learner Objectives

107

(1)

Key Terms and Concepts

107

(1)

How Do Your Student Assessments Contribute to Special Education Decisions?

108

(4)

Screening

108

(1)

Diagnosis

109

(1)

Program Placement

110

(1)

Curriculum Placement

111

(1)

Instructional Evaluation

111

(1)

Program Evaluation

112

(1)

What Information Sources Are Used in Programming for Students with Special Needs?

112

(10)

High-Stakes Achievement Tests

112

(2)

Standardized Achievement Tests

114

(2)

Psychological Tests

116

(1)

Alternate Assessments

117

(4)

Curriculum-Based Assessments

121

(1)

What Kinds of Curriculum-Based Assessments Can You Create for Your Students?

122

(11)

Probes of Basic Academic Skills

122

(4)

Content-Area Assessments

126

(7)

How Are Curriculum-Based Probes Used to Make Special Education Decisions?

133

(6)

Peer Comparison in Screening

133

(3)

Fluency and Accuracy in Diagnosis

136

(2)

Skill Mastery and Curriculum Placement

138

(1)

Monitoring Student Progress and Instructional Evaluation

138

(1)

Summary

139

(1)

Applications in Teaching Practice: Collecting and Using Assessment Information

139

(2)

Working the Standards

141

(2)

Further Readings

143

(1)

Planning Instruction by Analyzing Classroom and Student Needs

144

(42)

Learner Objectives

145

(1)

Key Terms and Concepts

145

(1)

How Can the INCLUDE Strategy Help You Make Reasonable Adaptations for Students with Special Needs?

146

(10)

Step 1: Identify Classroom Demands

148

(2)

Step 2: Note Student Learning Strengths and Needs

150

(1)

Step 3: Check for Potential Areas of Student Success

151

(1)

Step 4: Look for Potential Problem Areas

151

(1)

Step 5: Use Information to Brainstorm Adaptations

152

(3)

Step 6: Decide Which Adaptations to Implement

155

(1)

Step 7: Evaluate Student Progress

156

(1)

How Is an Inclusive Classroom Organized?

156

(6)

Physical Organization

156

(2)

Routines for Classroom Business

158

(1)

Classroom Climate

159

(1)

Classroom Rules

160

(1)

Monitoring

160

(1)

The Use of Time

161

(1)

How Can You Group All Your Students for Instruction in Inclusive Classrooms?

162

(3)

Whole-Class or Large-Group Instruction

163

(1)

Small-Group Instruction

164

(1)

One-to-One Instruction

164

(1)

How Can You Evaluate Instructional Materials for Inclusive Classrooms?

165

(6)

Textbooks

165

(4)

Manipulatives and Models

169

(1)

Technology

170

(1)

How Can You Analyze Instructional Methods in Relation to Student Needs?

171

(11)

Elements of Direct Instruction

173

(3)

Indirect Methods of Instruction

176

(1)

Scaffolding

177

(3)

Independent Student Practice

180

(1)

Evaluation of Student Performance

181

(1)

Summary

182

(2)

Applications in Teaching Practice: Planning Adaptations in the Instructional Environment

184

(1)

Working the Standards

184

(1)

Further Readings

185

(1)

Students with Low-Incidence Disabilities

186

(46)

Learner Objectives

187

(1)

Key Terms and Concepts

187

(1)

What Are Low-Incidence Disabilities?

188

(2)

What Accommodations Can You Make for Students with Moderate, Severe, or Multiple Disabilities?

190

(10)

Students with Moderate to Severe Intellectual Disabilities

191

(4)

Accommodations for Students with Moderate to Severe Intellectual Disabilities

195

(3)

Students with Multiple Disabilities

198

(2)

Deaf-Blindness

200

(1)

What Accommodations Can You Make for Students with Sensory Impairments?

200

(12)

Students with Visual Impairments

201

(1)

Students with Hearing Loss

201

(2)

Accommodations for Students with Visual Impairments

203

(2)

Accommodations for Students Who Are Deaf or Hard of Hearing

205

(7)

What Accommodations Can You Make for Students with Physical, Medical, or Health Disabilities?

212

(10)

Orthopedic Impairments

213

(2)

Other Health Impairments

215

(4)

Traumatic Brain Injury

219

(3)

What Accommodations Can You Make for Students with Autism Spectrum Disorders?

222

(4)

Characteristics of Students with Autism Spectrum Disorders

223

(1)

Accommodations for Students with Autism Spectrum Disorders

224

(2)

Summary

226

(2)

Applications in Teaching Practice: Planning Adaptations for Students with Low-Incidence Disabilities

228

(1)

Working the Standards

229

(2)

Further Readings

231

(1)

Students with High-Incidence Disabilities

232

(32)

Learner Objectives

233

(1)

Key Terms and Concepts

233

(1)

What Are High-Incidence Disabilities?

234

(1)

What Accommodations Can You Make for Students with Communication Disorders?

234

(7)

Understanding Speech Problems

234

(2)

Understanding Language Problems

236

(2)

Accommodations for Students with Communication Disorders

238

(3)

What Are the Academic Needs of Students with Learning and Behavioral Disabilities?

241

(8)

Reading Skills

243

(1)

Written Language Skills

243

(3)

Math Skills

246

(2)

Learning Skills

248

(1)

What Are the Social and Emotional Needs of Students with Learning and Behavioral Disabilities?

249

(6)

Interpersonal Skills

252

(2)

Personal and Psychological Adjustment

254

(1)

What Accommodations Can You Make for Students with Learning and Behavioral Disabilities?

255

(5)

Addressing Academic Needs

255

(1)

Addressing Social and Emotional Needs

256

(4)

Summary

260

(1)

Applications in Teaching Practice: Using the INCLUDE Strategy with Students with High-Incidence Disabilities

261

(1)

Working the Standards

261

(1)

Further Readings

262

(2)

Other Students with Special Needs

264

(40)

Learner Objectives

265

(1)

Key Terms and Concepts

265

(2)

Which Students Are Protected by Section 504?

267

(4)

Understanding Section 504

268

(1)

Section 504 and Students with Medical and Health Needs

268

(3)

How Can You Accommodate Students with Attention Deficit--Hyperactivity Disorder (ADHD)?

271

(7)

Characteristics and Needs of Students with Attention Deficit-Hyperactivity Disorder

272

(2)

Interventions for Students with Attention Deficit--Hyperactivity Disorder

274

(2)

Families of Children with Attention Deficit--Hyperactivity Disorder

276

(2)

How Can You Accommodate Students Who Are Gifted and Talented?

278

(5)

Characteristics and Needs of Students Who Are Gifted and Talented

279

(1)

Cognitive Abilities and Academic Skills

280

(1)

Interventions for Students Who Are Gifted and Talented

281

(2)

What Are the Needs of Students from Culturally Diverse Backgrounds?

283

(9)

Diversity and Special Education

285

(1)

Cultural Awareness

286

(4)

Families and Diversity

290

(1)

Multicultural and Bilingual Education

291

(1)

How Can You Meet the Needs of Students Who Are at Risk?

292

(8)

Characteristics and Needs of Students at Risk

292

(4)

Interventions for Students at Risk

296

(4)

Summary

300

(1)

Applications in Teaching Practice: Diversity in a High School Class

300

(2)

Working the Standards

302

(1)

Further Readings

303

(1)

Instructional Adaptations

304

(50)

Learner Objectives

305

(1)

Key Terms and Concepts

305

(2)

How Can You Make Accommodations for Students with Special Needs in Basic Skills Instruction?

307

(9)

Teaching Preskills

307

(1)

Selecting and Sequencing Examples

308

(2)

Deciding the Rate of Introduction of New Skills

310

(2)

Providing Direct Instruction and Opportunities for Practice and Review

312

(4)

How Can You Make Accommodations for Students with Special Needs When Teaching Subject-Area Content?

316

(18)

Activating Background Knowledge

317

(5)

Organizing Content

322

(6)

Teaching Terms and Concepts

328

(6)

How Can You Improve Clarity in Written and Oral Communication?

334

(6)

Clarity in Written Communication

335

(2)

Clarity in Oral Communication

337

(3)

How Can You Involve Parents in Teaching Their Children?

340

(1)

What Adaptations Can You Make to Help Students Succeed in Independent Practice?

341

(9)

Adapting Seatwork Assignments

341

(1)

Providing Feedback on Independent Practice Activities

342

(2)

Adapting Homework Assignments

344

(2)

Involving Parents in the Homework Process

346

(1)

Making Instructional Modifications for Students with Moderate to Severe Disabilities

347

(3)

Summary

350

(1)

Applications in Teaching Practice: Developing a Repertoire of Instructional Adaptations

350

(1)

Working the Standards

351

(2)

Further Readings

353

(1)

Strategies for Independent Learning

354

(42)

Learner Objectives

355

(1)

Key Terms and Concepts

355

(2)

How Can You Encourage Student Self-Awareness and Self-Advocacy?

357

(3)

How Can You Effectively Teach Independent Learning Strategies in Class?

360

(5)

Assessing Current Strategy Use

360

(1)

Clarifying Expectations

361

(1)

Demonstrating Strategy Use

361

(1)

Encouraging Students to Memorize Strategy Steps

362

(1)

Providing Guided and Independent Practice

362

(2)

Administering Posttests

364

(1)

What Are Some Examples of Successful Learning Strategies?

365

(24)

Word Identification and Reading Fluency Strategies

365

(1)

Vocabulary Strategies

366

(1)

Reading Comprehension Strategies

367

(4)

Listening and Note-Taking Strategies

371

(8)

Writing Strategies

379

(3)

Strategies for Using Technology to Improve Student Writing

382

(2)

Strategies for Problem Solving in Math

384

(3)

Strategies for Managing Time and Resources

387

(2)

How Can Students Learn to Use Strategies Independently?

389

(4)

Self-Instruction

390

(1)

Self-Monitoring

390

(1)

Self-Questioning

391

(1)

Self-Reinforcement

391

(2)

Summary

393

(1)

Applications in Teaching Practice: Designing Strategies for Independence

393

(1)

Working the Standards

394

(1)

Further Readings

395

(1)

Evaluating Student Learning

396

(34)

Learner Objectives

397

(1)

Key Terms and Concepts

397

(1)

How Can Classroom Tests Be Adapted for Students with Special Needs?

398

(12)

Adaptations before the Test

399

(5)

Adaptations during the Test

404

(2)

Adaptations after the Test

406

(4)

How Can Report Card Grades Be Adapted for Students with Special Needs?

410

(12)

Changes to Letter and Number Grades

411

(3)

Making Grading Adaptations for Students with Disabilities

414

(8)

How Can Performance-Based Assessment Benefit Students with Special Needs?

422

(2)

How Can Portfolio Assessment Benefit Students with Special Needs?

424

(2)

Summary

426

(2)

Applications in Teaching Practice: Adapting Evaluations for Students with Special Needs

428

(1)

Working the Standards

428

(1)

Further Readings

429

(1)

Responding to Student Behavior

430

(40)

Learner Objectives

431

(1)

Key Terms and Concepts

431

(3)

What Are Positive Behavioral Interventions and Supports?

434

(1)

How Can You Prevent Discipline Problems?

434

(4)

Instructional Environments Conducive to Learning

435

(1)

Effective Classroom Communication

435

(2)

Effective Teaching Methods

437

(1)

Schoolwide Strategies

437

(1)

How Can You Promote Positive Group Behavior?

438

(2)

Token Economy

438

(1)

Other Peer-Mediated Approaches

439

(1)

What Are Effective Strategies for Responding to Minor Individual Behaviors?

440

(2)

Use Minimum Interventions

440

(1)

Manage Students' Surface Behaviors

441

(1)

How Can Functional Behavior Assessment Help You Respond to Serious Individual Behaviors?

442

(13)

Rationale for Functional Behavior Assessment

442

(4)

Verifying the Seriousness of the Problem

446

(1)

Defining the Problem Behavior

447

(1)

Collecting Data to Better Understand the Behavior

448

(3)

Analyzing the Data and Forming Hypotheses

451

(1)

Developing a Behavior Intervention Plan

451

(2)

Implementing the Plan

453

(1)

Monitoring the Plan's Effectiveness

454

(1)

What Are Effective Strategies for Responding to Serious Individual Behaviors?

455

(9)

Increasing Desirable Behaviors

455

(3)

Decreasing Undesirable Behaviors

458

(4)

Using Behavior Contracts

462

(2)

How Can You Help Students Manage Their Own Behavior?

464

(2)

Cognitive Behavior Management Strategies

464

(1)

Teaching Cognitive Behavior Management Strategies

465

(1)

Summary

466

(1)

Applications in Teaching Practice: Developing Strategies for Responding to Individual Student Behavior

466

(1)

Working the Standards

467

(1)

Further Readings

468

(2)

Building Social Relationships

470

(35)

Learner Objectives

471

(1)

Key Terms and Concepts

471

(2)

What Is Your Role in Promoting Positive Social Interactions among Students with and without Disabilities?

473

(8)

Creating Opportunities for Social Interactions

474

(2)

Nurturing Support and Friendship

476

(3)

Providing Positive Role Models

479

(2)

How Can You Provide Education about Individuals with Disabilities?

481

(2)

Informing through Direct Instruction

481

(1)

Using Video and Print Media

482

(1)

Demonstrating and Using Adaptive Technology

483

(1)

How Can You Develop and Support Peer Tutoring?

483

(6)

Developing Peer Tutoring Programs

485

(3)

Supporting Peer Tutoring Programs

488

(1)

How Can You Use Cooperative Learning Strategies to Facilitate Social Inclusion?

489

(8)

The Rationale for Cooperative Learning

490

(1)

Characteristics of Cooperative Learning Approaches

491

(1)

Developing Cooperative Learning Programs

491

(6)

How Can You Help Students with Disabilities Improve Their Social Skills?

497

(3)

Using Informal Instruction

498

(1)

Using Behavioral Interventions

498

(1)

Using Social Skills Training Programs

499

(1)

Final Thoughts About Inclusion and the INCLUDE Strategy

500

(1)

Summary

500

(1)

Applications in Teaching Practice: Planning for Promoting Positive Peer Relations

501

(1)

Working the Standards

502

(2)

Further Readings

504

(1)

Glossary

505

(14)

References

519

(24)

Name Index

543

(9)

Subject Index

552

Including Students with Special Needs : A Practical Guide for Classroom Teachers

9780321317742

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