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Inclusive Classroom, The: Strategies for Effective Instruction,9780131540682
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Inclusive Classroom, The: Strategies for Effective Instruction

by ;
Edition:
3rd
ISBN13:

9780131540682

ISBN10:
0131540688
Media:
Paperback w/CD
Pub. Date:
1/1/2007
Publisher(s):
Prentice Hall
List Price: $112.00

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Questions About This Book?

What version or edition is this?
This is the 3rd edition with a publication date of 1/1/2007.
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  • The Used copy of this book is not guaranteed to inclue any supplemental materials. Typically, only the book itself is included.

Summary

The Inclusive Classroom: Strategies for Effective Instruction, Third Edition By Margo A. Mastropieri and Thomas E. Scruggs Recent Praise for The Inclusive Classroom: Strategies for Effective Instruction "Quite detailed. Quite practical. Everything is well linked to both research and standards." -Joseph E. Nolan, Indiana University of Pennsylvania "This text is exceptional. The authors have provided numerous practical examples throughout the book that are easy for inexperienced teachers to implement. I believe even teachers with extensive experience would find new ideas in this textbook." -Karen B. Clark, Indiana University, South Bend As you can see, the real strength of The Inclusive Classroom is its emphasis on practical, research-based teaching and learning strategies in an inclusive environment. The third edition focuses on the basic tools general educators need and directly relates content to the academic and professional demands of teachers in inclusive settings. Practical and Effective Teaching and Learning Strategies bull; bull;In the Classroom features offer tips, strategies, and resources that address very specific need areas, and can be practically applied to inclusive classroom situations. bull;Classroom Scenarios provide context for the specific teaching strategies featured in the text. bull;Strategy and Lesson Plan Database CD-ROM packaged with the text provides users with a searchable database of the strategies featured in the text as well as additional lesson plans for the inclusive classroom. The database software also allows users to modify and adapt current strategies and lesson plans or to create new ones. Research and Resources that Support Practice and Professionalism bull; bull;Research Highlights explain the research behind certain teaching strategies developed for use with students with special needs, provide resources for further information and explanation, and tie chapter content to the research with reflection questions. bull;Diversity in the Classroom features address the fact that classrooms are more diverse not only in respect to students with disabilities, but also with respect to race, religion, and ethnicity. bull;Professional Standards (including CEC, INTASC, and PRAXIS) are listed at the end of each chapter where relevant. A complete listing of standards can be found on the Companion Website.

Table of Contents

Part 1 The Fundamentals
Introduction to Inclusive Teaching
2(23)
Objectives
2(2)
What Are the Educational Rights for Individuals with Disabilities?
4(1)
The Least-Restrictive Environment
5(4)
Where Are Students with Disabilities Served?
5(1)
Mainstreaming and Inclusion
6(1)
Who Is Served Under Idea?
7(1)
Other Instances of Classroom Diversity
8(1)
Legal Foundations
9(6)
Legal Proceedings and Legislation
9(1)
Section 504
10(1)
Americans with Disabilities Act
11(1)
Individuals with Disabilities Education Act (IDEA)
11(2)
No Child Left Behind Act of 2001
13(2)
Models of Service Delivery
15(7)
The Continuum of Services
15(1)
Where Are Most Students with Disabilities Served?
15(1)
What Are General Education Classroom and Consultation Services?
16(1)
What Are Resource and Self-Contained Services?
17(1)
Special Schools and Special Facilities
17(1)
What Other Related Services Are Available?
17(1)
Inclusion Movements
18(1)
What Does This Debate Mean for Teachers?
19(1)
Teacher Attitudes
20(2)
Summary
22(2)
Inclusion Checklist
24(1)
Collaboration: Partnerships and Procedures
25(26)
Objectives
25(2)
Collaboration to Establish Need
27(1)
Shared Goals
27(1)
Effective Communication
27(3)
Collaboration and Communication for Intervention
30(3)
The Intervention Process
31(2)
Collaboration for Referrals and Placements
33(10)
Collaboration as Partnerships
43(5)
Consultation Between Special and Regular Educators
43(1)
Co-Teaching
44(1)
Collaboration with Paraprofessionals
45(1)
Parents and Families as Partners
46(2)
Summary
48(2)
Inclusion Checklist
50(1)
Teaching Students with Higher-Incidence Disabilities
51(20)
Objectives
51(1)
Speech or Language Impairments
52(3)
Prevalence, Definitions, and Characteristics
52(1)
Causes of Speech or Language Impairments
53(1)
Issues in Identification and Assessment of Communication Disorders
53(1)
Classroom Adaptations for Students with Speech or Language Impairments
53(2)
Learning Disabilities
55(5)
Prevalence and Definitions of Learning Disabilities
55(1)
Causes of Learning Disabilities
56(1)
Issues in Identification and Assessment of Learning Disabilities
57(1)
Characteristics of Learning Disabilities
57(1)
Classroom Adaptations for Students with Learning Disabilities
58(2)
Mental Retardation
60(4)
Prevalence and Definitions of Mental Retardation
60(1)
Causes of Mental Retardation
60(1)
Issues in Identification and Assessment of Mental Retardation
61(1)
Characteristics of Mental Retardation
61(2)
Classroom Adaptations for Students with Mental Retardation
63(1)
Emotional Disturbance
64(5)
Prevalence and Definitions
64(1)
Causes of Emotional Disturbance
65(1)
Issues in Identification and Assessment of Emotional Disturbance
65(1)
Characteristics of Emotional Disturbance
65(1)
Classroom Adaptations for Students with Emotional Disabilities
66(3)
Summary
69(1)
Inclusion Checklist
70(1)
Teaching Students with Lower-Incidence Disabilities
71(26)
Objectives
71(1)
Visual Impairments
72(2)
Prevalence, Definitions, and Characteristics
72(1)
Classroom Adaptations for Students with Visual Impairments
73(1)
Hearing Impairments
74(3)
Prevalence, Definitions, and Characteristics
74(1)
Educational Programming
74(1)
Classroom Adaptations for Students with Hearing Impairments
75(2)
Physical Disabilities and Other Health Impairments
77(10)
Prevalence, Definitions, and Characteristics
77(1)
Physical and Health-Related Disabilities
78(4)
Classroom Adaptations for Students with Physical Disabilities and Other Health Impairments
82(5)
Severe and Multiple Disabilities
87(3)
Prevalence, Definitions, and Characteristics
87(1)
Classroom Adaptations for Students with Severe Disabilities
88(2)
Autism
90(5)
Prevalence, Definitions, and Characteristics
90(1)
Classroom Adaptations for Students with Autism
91(4)
Summary
95(1)
Inclusion Checklist
96(1)
Teaching Students with Other Special Learning Needs
97(27)
Objectives
97(1)
Students Served Under Section 504
98(1)
Attention-Deficit/Hyperactivity Disorder
98(4)
Definitions, Prevalence, and Characteristics
98(1)
Causes of ADHD
99(2)
Issues in Identification and Assessment of ADHD
101(1)
General Classroom Adaptations for Students with ADHD
101(1)
Gifted, Creative, and Talented
102(3)
Definitions, Prevalence, and Characteristics of Gifted, Creative, and Talented
102(2)
Issues in Identification and Assessment of Gifted, Creative, and Talented
104(1)
General Classroom Accommodations for Students Who Are Gifted, Creative, and Talented
104(1)
Students Who Are Culturally and Linguistically Diverse
105(7)
Prevalence, Definitions, and Characteristics of Cultural and Linguistic Diversity
105(5)
Issues in Identification and Assessment
110(1)
General Classroom Adaptations for Students from Culturally and Linguistically Diverse Backgrounds
110(2)
Students at Risk
112(8)
Definitions, Prevalence, and Characteristics of Students at Risk
112(6)
Coordinating Instruction with Compensatory Education Programs
118(1)
General Classroom Adaptations for Students at Risk
118(2)
Summary
120(1)
Inclusion Checklist
121(3)
Part 2 Developing Effective Teaching Skills
Effective Instruction for All Students
124(23)
Objectives
124(1)
Planning for Content Coverage
125(4)
Objectives
125(1)
Scope and Sequence
125(1)
Curriculum
126(1)
Pacing
126(1)
Planning for Learning
127(2)
Addressing Learning Problems
129(1)
Using Effective Teaching Strategies
129(13)
Maximizing Academic Engagement (Time-on-Task)
129(6)
Making Effective Teacher Presentations
135(5)
Monitoring Practice Activities
140(1)
Review
141(1)
Formative Evaluation
141(1)
Components of a Model Lesson
142(1)
Promoting Effective Inclusion Instruction: The Pass Variables
142(2)
Prioritize Objectives
143(1)
Adapt Instruction, Materials, or the Environment
143(1)
Systematic Teaching, or the Scream Variables
143(1)
Systematic Evaluation
143(1)
Summary
144(2)
Inclusion Checklist
146(1)
Improving Classroom Behavior and Social Skills
147(25)
Objectives
147(1)
Managing Classroom Behavior
148(17)
Observe and Record Classroom Behavior
148(3)
Use Effective Classroom Management Strategies
151(11)
Handling Confrontations
162(2)
Schoolwide Discipline Systems
164(1)
Confronting Bullying
165(1)
Teaching Social Skills
165(5)
Social Skills Assessment
166(1)
Train Students to Improve Social Skills
167(1)
Choose Curriculum Materials Thoughtfully
168(1)
Conduct On-the-Spot Training
168(1)
Train for Generalization
169(1)
Validate Treatments
169(1)
Summary
170(1)
Inclusion Checklist
171(1)
Promoting Inclusion with Classroom Peers
172(23)
Objectives
172(1)
Promoting Social Acceptance
173(2)
Circle of Friends
173(1)
Special Friends
174(1)
Peer Assistance
175(3)
What Is Peer Assistance?
175(1)
Peer Training
175(3)
Peer Tutoring
178(7)
Why Use Peer Tutoring?
178(3)
Benefits of Peer Tutoring
181(1)
Implementing a Tutoring Program
182(1)
Classwide Peer Tutoring
182(3)
Cooperative Learning
185(7)
Strategies for Implementing Cooperative Learning
185(3)
Integrating Students with Special Needs into Cooperative Learning Groups
188(1)
Types of Cooperative Group Arrangements
189(1)
Conflict Resolution
190(1)
Advantages and Limitations of Cooperative Learning
191(1)
Summary
192(2)
Inclusion Checklist
194(1)
Enhancing Motivation and Affect
195(23)
Objectives
195(5)
Preconditions for Improving Motivation and Affect
197(1)
Create a Supportive, Organized Classroom Environment
197(1)
Ensure Materials Are of an Appropriate Difficulty Level
198(1)
Ensure That Tasks Are Meaningful
198(1)
Create Task-Oriented, Not Ego-Oriented Classrooms
199(1)
Techniques for Improving Motivation and Affect
200(15)
Raising Students' Self-Esteem
200(1)
Provide Opportunities to Increase Self-Efficacy
201(1)
Teach Students to Set Goals
202(2)
Train Students to Use Positive Attributions
204(1)
Arrange Counseling Interventions When Needed
205(1)
Increase Students' Personal Investment in the Classroom
205(2)
Make Learning More Fun and Enjoyable
207(3)
Praise Students and Reward Their Efforts
210(5)
Summary
215(2)
Inclusion Checklist
217(1)
Improving Attention and Memory
218(26)
Objectives
218(1)
Attention
219(7)
Attention and Students with Special Needs
219(1)
Strategies for Improving Attention
219(5)
Basic Skills Problems
224(1)
Extreme Cases of Attention Deficits
224(2)
Memory
226(15)
Preconditions for Improving Memory
226(1)
Strategies for Improving Memory
226(5)
Improve Memory with Mnemonic Techniques
231(10)
Summary
241(2)
Inclusion Checklist
243(1)
Teaching Study Skills
244(25)
Objectives
244(1)
Tools to Develop Independent Learners
245(16)
Help Students Develop Personal Organizational Skills
246(6)
Promote Listening Skills
252(5)
Note Taking
257(4)
Research and Reference Skills
261(5)
Teach Library Skills
262(1)
Help Students Prepare Reports and Projects
263(3)
Summary
266(1)
Inclusion Checklist
267(2)
Assessment
269(25)
Objectives
269(1)
Types of Tests
270(2)
Adapting Tests for Students with Special Needs
272(6)
Norm-Referenced Tests
272(3)
Adapt Competency-Based and Statewide Assessment
275(1)
Adapt Teacher-Made and Criterion-Referenced Tests
276(2)
Using Curriculum-Based Measurement
278(1)
Using Performance Assessment
279(1)
Using Portfolio Assessment
280(4)
Applications for Students with Special Needs
283(1)
Teaching Test-Taking Skills
284(5)
General Preparation Strategies
285(1)
Strategies for Standardized Tests
285(1)
Teach Specific Strategies for Standardized Tests
285(2)
Teacher-Made Tests
287(1)
Other Test-Taking Strategies
288(1)
Grading and Scoring
289(1)
Report Card Grades
289(1)
Summary
290(1)
Conclusion Checklist
291(3)
Part 3 Teaching in the Content Areas
Literacy
294(32)
Objectives
294(1)
Approaches to Reading
295(10)
Using Basal Textbooks
296(1)
The Whole Language Approach
296(1)
Reading Recovery
297(1)
Direct Instruction and Code Emphasis
297(2)
Promoting Physical Efficiency
299(1)
Promoting Word Identification
299(3)
Adaptations for Promoting Reading Fluency
302(2)
Technological Adaptations to Promote Reading
304(1)
Reading Comprehension
305(8)
Strategies for Teaching Reading Comprehension
305(5)
Instructional Adaptations That Foster Reading Comprehension
310(1)
Secondary Applications
310(2)
Use Assistive Technology to Support Secondary Reading
312(1)
Written Expression
313(10)
Handwriting
313(1)
Spelling
314(4)
Written Communication
318(5)
Summary
323(1)
Inclusion Checklist
324(2)
Mathematics
326(31)
Objectives
326(1)
Mathematics Education
327(1)
Mathematics and Students with Disabilities
327(1)
Strategies for Teaching Math in Inclusive Settings
328(25)
Early Number Concepts
328(1)
Teaching Students to Count
329(1)
One-to-One Correspondence
329(1)
Introducing Geometry in Early Years
329(1)
Addition and Subtraction Concepts
329(1)
Counting with Number Lines
330(1)
Writing Numbers
330(1)
Understanding Symbols
331(1)
Addition and Subtraction Computation
331(1)
Remembering Addition and Subtraction Facts
332(3)
Place Value and Regrouping
335(2)
Teaching Early Problem Solving with Addition and Subtraction
337(1)
Multiplication and Division Concepts
337(1)
Multiplication and Division Facts
338(2)
Calculators
340(1)
Arithmetic Vocabulary
341(1)
Multiplication and Division Algorithms
341(2)
Error Analysis for Diagnosis
343(1)
Problem Solving
343(2)
Money
345(1)
Time
345(1)
Fractions
345(1)
Decimals
346(1)
Area and Volume Concepts
346(2)
Algebra
348(5)
Teach Functional Math
353(1)
Summary
353(2)
Inclusion Checklist
355(2)
Science and Social Studies
357(29)
Objectives
357(1)
Adapting Textbook/Content-Oriented Approaches
358(12)
Adapting Science and Social Studies Instruction
358(1)
Effective Teacher Presentations
359(2)
Promoting Independent Learning from Textbooks
361(6)
Adapting Textbook Materials to Accommodate Diverse Learners
367(3)
Adapting Activities-Oriented Approaches in Science and Social Studies
370(10)
Adapting Science Activities
373(5)
Social Studies Adaptations
378(2)
Inquiry Learning in Science and Social Studies
380(2)
Promote Active Thinking with Inquiry and Debate
380(1)
Promote Active Thinking with Guided Questioning
381(1)
Developmental Considerations
381(1)
Develop Students' Abilities to Use Deductive Reasoning
382(1)
Summary
382(2)
Inclusion Checklist
384(2)
Art, Music, Physical Education, Foreign Languages, and Career and Technical Education
386(21)
Objectives
386(1)
Art, Music, and Physical Education
387(6)
Teaching Strategies
389(4)
Foreign Languages
393(1)
Career and Technical Education
394(10)
Overview of Career and Technical Education
394(1)
The Carl D. Perkins Vocational Education Act of 1984
394(2)
Modifications for Students with Special Needs
396(5)
Instructional Strategies
401(3)
Summary
404(2)
Inclusion Checklist
406(1)
Transitions
407(16)
Objectives
407(1)
Planning for Transition
408(9)
What Does Transition Mean?
408(3)
Self-Advocacy and Self-Determination
411(4)
Assessment
415(1)
Curriculum
416(1)
Transitioning for the Future
417(4)
Planning for Graduation
417(1)
Planning for Future Education
418(1)
Planning for Future Job Opportunities
419(1)
Planning for Independent Living Situations
419(2)
Summary
421(1)
Inclusion Checklist
422(1)
References 423(36)
Name Index 459(8)
Subject Index 467


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