Teaching Students Who are Exceptional, Diverse, and at Risk in the General Education Classroom (with MyEducationLab):
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With a new chapter on Response to Intervention and Progress Monitoring and with this approach integrated throughout the content area chapters, the fifth edition of this popular text continues to serve as an invaluable resource for teachers working with students in inclusive classrooms.
The author's strategic approach, engaging and accessible writing style, multi-chapter unit on curriculum adaptations, and strong emphasis on teaching secondary learners will allow teachers to meet the needs of all learners in their general education classrooms. New chapter on and thorough integration of the RTI framework RTI and Progress monitoring, IDEIA 2004 4 year undergraduate inclusion courses
- “The 60-Second Lesson” features throughout all chapters present brief mini-lessons that provide specific, concrete examples of how a teacher can make a difference for students with disabilities or diverse needs in only one minute of time.
- “Tips for Teachers” in every chapter provide guidelines, strategies and step-by-step procedures to enhance teaching practices.
- Updated chapter opening interviews that feature teachers and specialists who work in inclusive classrooms
- “Activities for All Learners” features in each of the “content area” chapters present sample lessons that include objectives, procedures, and application suggestions for classroom implementation.
- Updated “Tech Tips” features in most chapters provide suggestions for technology tools that can be used in the classroom to enhance success for all learners, particularly students with special needs.
- NEW Margin URLs direct students to online resources that will provide them information and tools to help them better accommodate all learners in their classrooms.
Sharon Vaughn holds the H. E. Hartfelder/Southland Corporation Regents Chair in Human Development and is currently the Director of the Meadows Center for Preventing Educational Risk at the University of Texas. She was the Editor-in-Chief of the Journal of Learning Disabilities and the Co-Editor of Learning Disabilities Research and Practice. She is the recipient of the AERA Special Education SIG distinguished researcher award. She is the author of more than 200 articles and 10 books that address the reading outcomes of students with learning difficulties, learning disabilities and English language learners. She is currently the Principal Investigator or Co-Principal Investigator on several Institute for Education Sciences, National Institute for Child Health and Human Development, and Office of Special Education Programs research grants investigating effective interventions for students with learning disabilities and behavior problems as well as students who are English language learners. She can be contacted at: email@example.com
Jeanne Shay Schumm is Professor of Literacy Education at University of Miami. She is currently Professor-in-Residence at the university’s Henry S. West Laboratory School where she directs the UM STARS Reading Laboratory. She has edited or co-authored 15 books including Promising Practices for Urban Reading Instruction (International Reading Association) and Reading Assessment and Instruction for All Learners (Guilford) as well as numerous research articles and book chapters. Her research interests include differentiated reading instruction and teacher education. She can be contacted at firstname.lastname@example.org
Part 1: Foundations
Ch. 1: Special Education and Inclusive Schooling
Ch. 2: Response to Intervention: Developing Success for All Learners
Ch. 3: Communicating and Collaborating with Other Professionals and Family
Ch. 4: Teaching Culturally and Linguistically Diverse Students
Ch. 5: Managing Student Behavior and Promoting Social Acceptance
Part 2: Categorical Differences
Ch. 6: Teaching Students with Learning Disabilities and Attention Deficit Hyperactivity Disorder
Ch. 7: Teaching Students with Communication Disorders
Ch. 8: Teaching Students with Emotional and Behavioral Disorders
Ch. 9: Teaching Students with Autism-Spectrum Disorders/Pervasive Developmental Disorders
Ch. 10: Teaching Students with Developmental Disabilities
Ch. 11: Teaching Student with Impairments, Disabilities, or Traumatic Brain Injury
Part 3: Teaching Practices
Ch. 12: Facilitating Reading
Ch. 13: Facilitating Writing
Ch. 14: Helping All Students Succeed in Math
Part 4: Secondary Instruction
Ch. 15: Differentiating Instruction and Assessment for Middle and High School Students
Ch. 16: Fostering Strategies for Student Independence