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Whether you are a general or a special, priamry or secondary, education teacher, this second edition of the best-selling guide helps you understand and implement hands-on strategies for successful classroom inclusion of students with disabilities. Students identified for special education services pose a variety of challenges, but this practical resource gives you research-based tools that make differentiating instruction for all students much easier.Designed to be taken off your shelf again and again, Inclusion Strategies That Work! includes an array of lists, charts, curriculum suggestions, tips for working with parents, strategies for preparing Individual Educational Plans (IEPs)-including a mock IEP-reproducible activities and applications, and sample inclusion dilemmas. This book also offers information on disability characteristics and complementary instructional plans.This revised edition has current information on ADA, IDEA, writing IEPs, transitional services, classifications, RTI and the severe discrepancy model. In addition, this revision is infused with the latest research studies that support specific inclusive strategies. All URLs Web sites have been updated along with the names and addresses of the organizations.
Table of Contents
|List of Inclusive Activities and Worksheets for Teachers and Students|
|About the Author|
|Examining the Research Base and legal Considerations in Special Education Along with the Reasons for Inclusion|
|Introduction: Why Do Inclusion|
|Establishing Legislative Knowledge|
|Disability Categories Under Individuals with Disabilities Education Act (IDEA)|
|History of the Americans with Disabiltiies Act (ADA)|
|Civil Rights for Students with Disabilities Under Section 504|
|Past, Present, and Future Concerns|
|Cooperative Legislative Review|
|Implications of Elementary and Secondary Education Act: ESEA|
|Translating Research to Learning Strategies That Work|
|Inclusion and the Student with Disabilities|
|Understanding the Often Complicated Special Education Terminology Beyond the Words|
|Being Treated Differently|
|Merits of Individuality|
|Disability Awareness Classroom Suggestions|
|Preparation for Successful Inclusion|
|Focusing on Abilities|
|Establishing Successful Inclusive Classrooms|
|Strategies That Work With All Learners|
|Applying Diverse Strategies|
|Strategic Curriculum Applications|
|Establishing Prior Knowledge|
|Scoring With Metacognition (Knowing What You Know)|
|The Goal of Special Education|
|Motivating and Personalizing Learning Choices|
|Multiple Intelligences of Students|
|UbD: Understanding by Design|
|UDL: Universal Design for Learning|
|Sensory Approaches and Learning Modalities|
|Next, Writing and Applying the IEP (Individualized Education Program)|
|Practical Guidelines for Using and Writing the IEP|
|Appropriate Goals and Skills to Consider When Writing an IEP|
|How to Track and Document IEPs|
|Mock IEPs (It's Educationally Prudent!)|
|Introducing Social, Emotional, and Behavioral Issues Into the Curriculum|
|Connecting Cognitive and Affective Skills|
|Addressing Emotional Intelligences|
|Behavioral Approaches for Educators|
|Functional Behavioral Assessment (FBA)|
|Ways to Teach Social Skills|
|Reaching and Co-teaching Your Students|
|Building Productive Relationships|
|Collaborating as a Team|
|More Lesson Concerns|
|Using the Three R's to Guide Instruction and Assessment|
|1st R: Reading|
|2nd R: ' Riting|
|3rd R: 'Rithmetic|
|Completing the Basics|
|Science by Doing, Thinking, and Connecting to the World|
|Valuing Phsical Education|
|Interdisciplinary Approach: Educational Salads|
|Emphasizing Comprehension and Study Skills|
|Learning More About Learning|
|Developing Better Practices|
|Teaching for More Understanding|
|Assessing, Testing, and Grading Your Students|
|User-Friendly Testing Formats|
|Working With Parents and Families of Students With Disabilities|
|Valuing Parents and Families|
|Parents, Families, and Teachers as Allies|
|Considering Technology in the Inclusive Classroom|
|Benefits and Promising Futures|
|Classroom/Community Implications and Resourcse|
|Reflecting as Classroom Practice Reviewing and Maintaining Skills|
|Preteach, Teach, Reteach|
|Summing Up the Learning|
|Table of Contents provided by Ingram. All Rights Reserved.|