Top
Free Shipping On Orders Over $35!
Get Rewarded for Ordering Your Textbooks! Enroll Now
Customer Reviews Read Reviews
Write a Review
Marilyn Friend has worked in the field of education in a variety of roles for over 30 years. In addition to teaching in both special education and general education, she has worked as a teacher educator, consultant, and staff developer and currently is chair and professor in the Department of Specialized Education Services at the University of North Carolina at Greensboro. Her particular areas of expertise–the focus of her research, grants, teaching, writing, and work in the field–include inclusive schooling, co-teaching and other collaborative school practices, systems change, urban education, and family—school partnerships.
William Bursuck began his career as a general education teacher, and as a special education teacher and university teacher educator he has maintained an active interest in inclusive practices, publishing numerous research articles, successfully obtaining grants to conduct research, and publishing two books. Dr. Bursuck takes particular pleasure in providing classroom and future teachers with practical, evidence-based strategies to improve educational outcomes for students with special needs in this age of teacher accountability. He is a professor in the Department of Specialized Education Services at the University of North Carolina at Greensboro.
C H A P T E R 1 The Foundation for Educating Students with Special Needs
Learning Objectives
What Key Terms and Concepts Define Special Education?
Special Education Services
Least Restrictive Environment
Inclusive Practices
How Did Today’s Special Education Services Come to Exist?
The Development of Education for Students with Disabilities
The Impact of the Civil Rights Movement on Special Education
The Legislative Basis for Contemporary Special Education
What Factors Influence Practices in Today’s Schools?
Legislative and Related Policies
Understanding of Inclusive Practices
Impact on Students, Parents, and Educators
Limited Resources
Putting the Pieces Together
Who Receives Special Education and Other Special Services?
Categories of Disability in Federal Law
A Cross-Categorical Approach to Special Education
Other Students with Special Needs
Wrapping it Up
Back to the Cases
Summary
Applications in Teaching Practice:Understanding Contemporary Special
Education
C H A P T E R 2 Special Education Procedures and Services
Learning Objectives
Who Are the Professionals in Special Education?
General Education Teachers
Special Education Teachers
Related Service Providers and Other Specialists
Parents and Students
How Can You Decide Whether a Student Need Might
Be a Disability?
Analyze Unmet Needs
Communicate Your Observations and Try Your Own Interventions
How Do Students Obtain Special Services?
Initial Consideration of Student Problems
The Special Education Referral, Assessment, Eligibility, Planning, and Placement Process
Decision Making for Special Services
Monitoring Special Education Services
What Is an Individualized Education Program?
Required Components of an IEP
The Value of IEPs
What Services Do Students with Disabilities Receive?
Special Education and Related Services
Student Placement and Educational Environments
Wrapping it Up
Back to the Cases
Summary
Applications in Teaching Practice: A Visit to an MDT Meeting
C H A P T E R 3 Building Partnerships through Collaboration
Learning Objectives
What Are the Basics of Collaboration?
Characteristics of Collaboration
What Collaborative Services in Schools Foster Inclusion
Shared Problem Solving
Co-Teaching
Working on a Team
Consultation
The Complexity of Professional Collaboration
How Can You Work Effectively with Parents?
Understanding the Perspective of Family Members
Parents’ Reactions to Their Child’s Disability
Collaborating with Parents
How Can You Work Effectively with Paraprofessionals?
Understanding Your Working Relationship with Paraprofessionals
Collaborating with Paraprofessionals
The Complexity of Collaborating with Paraprofessionals
Wrapping it Up
Back to the Cases
Suumary
Applications in Teaching Practice: Collaboration in the Washington
School District
C H A P T E R 4 Assessing Student Needs
Learner Objectives
How Do Your Student Assessments Contribute
to Special Education Decisions?
Screening
Diagnosis
Program Placement
Curriculum Placement
Instructional Evaluation
Program Evaluation
What Information Sources Are Used in Programming
for Students with Special Needs?
High-Stakes Achievement Tests
Standardized Achievement Tests
Psychological Tests
Alternate Assessments
Curriculum-Based Assessments
What Kinds of Curriculum-Based Assessments Can You Create for Your Students?
Probes of Basic Academic Skills
Content-Area Assessments
How Are Curriculum-Based Probes Used to Make Special Education Decisions?
Peer Comparison in Screening
Fluency and Accuracy in Diagnosis
Skill Mastery and Curriculum Placement
Monitoring Student Progress and Instructional Evaluation
Wrapping it Up
Back to the Cases
Summary
Applications in Teaching Practice: Collecting and Using Assessment
Information
C H A P T E R 5 Planning Instruction by Analyzing Classroom
and Student Needs
Learning Objectives
How Can the INCLUDE Strategy Help You Make Reasonable Accommodations for Students with Special Needs?
Step 1: Identify Classroom Demands
Step 2: Note Student Learning Strengths and Needs
Step 3: Check for Potential Areas of Student Success
Step 4: Look for Potential Problem Areas
Step 5: Use Information to Brainstorm Ways to Differentiate Instruction
Step 6: Differentiate Instruction
Step 7: Evaluate Student Progress
How Is an Inclusive Classroom Managed?
Physical Organization
Routines for Classroom Business
Classroom Climate
Behavior Management
Use of Time
How Can You Group All Your Students for Instruction in Inclusive Classrooms?
Whole-Class or Large-Group Instruction
Small-Group Instruction
One-to-One Instruction
How Can You Evaluate Instructional Materials for Inclusive Classrooms?
Learning Outcomes
Textbooks
Manipulatives and Models
Technology
How Can You Analyze Instructional Methods in Relation to Student Needs?
Elements of Direct Instruction
Indirect Methods of Instruction
Scaffolding
Independent Student Practice
Evaluation of Student Performance
Wrapping it Up
Summary
Back to the Cases
Applications in Teaching Practice: Planning Accommodations in the Instructional
Environment
C H A P T E R 6 Students with Low-Incidence Disabilities
Learning Objectives
What Are Low-Incidence Disabilities?
What Accommodations Can You Make for Students with Autism Spectrum Disorders?
Characteristics of Students with Autism Spectrum Disorders
Students with Asperger Syndrome
Accommodations for Students with Autism Spectrum Disorders
What Accommodations Can You Make for Students with Moderate, Severe, or Multiple Disabilities?
Students with Moderate to Severe Intellectual Disabilities
Students with Multiple Disabilities
Deaf-Blindness
What Accommodations Can You Make for Students with Sensory Impairments?
Students with Visual Impairments
Accommodations for Students with Visual Impairments
Planning Instruction for Students with Visual Impairments
Students with Hearing Loss
Accommodations for Students Who Are Deaf or Hard of Hearing
What Accommodations Can You Make for Students with Physical, Medical, or Health Disabilities?
Orthopedic Impairments
Teaching Students with Orthopedic Impairments
Other Health Impairments
Traumatic Brain Injury
Wrapping it Up
Back to the Cases
Summary
Applications in Teaching Practice: Planning for Students with
Low-Incidence Disabilities
C H A P T E R 7 Students with High-Incidence Disabilities
Learning Objectives
What Are High-Incidence Disabilities?
What Accommodations Can You Make for Students with Communication Disorders?
Understanding Speech Problems
Understanding Language Problems
Accommodations for Students with Communication Disorders
What Are the Academic Needs of Students with Learning and Behavioral Disabilities?
Reading Skills
Written Language Skills
Math Skills
Learning Skills
What Are the Social and Emotional Needs of Students with Learning and Behavioral Disabilities?
Interpersonal Skills
Personal and Psychological Adjustment
What Accommodations Can You Make for Students with Learning and Behavioral Disabilities?
Addressing Academic Needs
Addressing Social and Emotional Needs
Wrapping it Up
Back to the Cases
Summary
Applications in Teaching Practice: Using the INCLUDE Strategy with Students
with High-Incidence Disabilities
C H A P T E R 8 Students with Special Needs Other Than Disabilities
Learning Objectives
Which Students Are Protected by Section 504?
Understanding Section 504
Students Eligible for Services under Section 504
How Can You Accommodate Students with Attention Deficit—Hyperactivity Disorder?
Characteristics and Needs of Students with Attention Deficit—Hyperactivity Disorder
Interventions for Students with Attention Deficit—Hyperactivity Disorder
Families of Children with Attention Deficit—Hyperactivity Disorder
How Can You Accommodate Students Who Are Gifted and Talented?
Characteristics and Needs of Students Who Are Gifted and Talented
Interventions for Students Who Are Gifted and Talented
What Are the Needs of Students from Culturally Diverse Backgrounds?
Diversity and Special Education
Cultural Awareness
Families and Diversity
Multicultural and Bilingual Education
How Can You Meet the Needs of Students Who Are at Risk?
Characteristics and Needs of Students at Risk
Interventions for Students at Risk
Wrapping it Up
Back to the Cases
Summary
Applications in Teaching Practice: Diversity in a High School Class
C H A P T E R 9 Differentiating Instruction
Learning Objectives
How Can You Make Accommodations for Students with Special Needs in Basic Skills Instruction?
Teaching Preskills
Selecting and Sequencing Examples
Deciding the Rate of Introduction of New Skills
Providing Direct Instruction and Opportunities for Practice and Review
How Can You Make Accommodations for Students with Special Needs When Teaching Subject-Area Content?
Activating Background Knowledge
Organizing Content
Teaching Terms and Concepts
How Can You Improve Clarity in Written and Oral Communication?
Clarity in Written Communication
Clarity in Oral Communication
How Can You Involve Parents in Teaching Their Children?
What Accommodations Can You Make for Students to Help Them Succeed in Independent Practice?
Differentiating Seatwork Assignments
Differentiating Learning Center Activities
Differentiating Homework Assignments
Making Instructional Modifications for Students with Moderate to Severe Disabilities
Wrapping it Up
Back to the Cases
Summary
Applications in Teaching Practice: Developing a Repertoire of Instructional Accommodations
C H A P T E R 10 Strategies for Independent Learning
Learning Objectives
How Can You Encourage Student Self-Awareness and Self-Advocacy?
How Can You Effectively Teach Independent Learning Strategies in Class?
Assess Current Strategy Use
Clarify Expectations
Demonstrate Strategy Use
Encourage Students to Memorize Strategy Steps
Provide Guided and Independent Practice
Administer Posttests
What Are Some Examples of Successful Learning Strategies?
Word-Identification and Reading Fluency Strategies
Vocabulary Strategies
Reading Comprehension Strategies
Listening and Note-Taking Strategies
Writing Strategies
Strategies for Using Technology to Improve Student Writing
Strategies for Problem Solving in Math
Strategies for Managing Time and Resources
How Can Students Learn to Use Strategies Independently?
Self-Instruction
Self-Monitoring
Self-Questioning
Wrapping it Up
Back to the Cases
Summary
Applications in Teaching Practice: Designing Strategies for Independence
C H A P T E R 11 Evaluating Student Learning
Learning Objectives
How Can Accommodations Be Made for Students with Special Needs When Giving Classroom Tests?
Accommodations before the Test
Accommodations during the Test
Accommodations after the Test
How Can Accommodations in Report-Card Grading Be Made for Students with Special Needs?
Grading Practices That Benefit All Students
Using Individualized Grading with Students with Disabilities
How Can Performance-Based Assessment Benefit Students with Special Needs?
How Can Portfolio Assessment Benefit Students with Special Needs?
Wrapping it Up
Back to the Cases
Summary
Applications in Teaching Practice: Making Accommodations When Evaluating Students with Special Needs
C H A P T E R 12 Responding to Student Behavior
Learning Objectives
What Are Positive Behavioral Interventions and Supports?
How Can You Use Positive Behavior Supports to Prevent Discipline Problems?
Instructional Environments Conducive to Learning
Effective Classroom Communication
Effective Teaching Methods
Fostering Positive Student Interactions
Schoolwide Strategies
How Can You Promote Positive Group Behavior?
Implement Peer Mediated Instruction
Use Group Contingencies
What Are Positive Behavior Strategies for Responding to Minor Individual Behaviors?
Use Minimum Interventions
Manage Students’ Surface Behaviors
How Can Functional Behavior Assessment and Behavior Intervention Plans Help You Respond to Serious Individual Behaviors?
Rationale for Functional Behavior Assessment
Verifying the Seriousness of the Problem
Defining the Problem Behavior
Collecting Data to Better Understand the Behavior
Analyzing the Data and Forming Hypotheses
Developing a Behavior Intervention Plan
Implementing the Plan
Monitoring the Plan’s Effectiveness
What Are Effective Strategies for Responding to Serious Individual Behaviors?
Increasing Desirable Behaviors
Decreasing Undesirable Behaviors
Using Behavior Contracts
How Can You Help Students Manage Their Own Behavior?
Cognitive Behavior Management Strategies
Teaching Cognitive Behavior Management Strategies
Final Thoughts about Including Students with Special Needs and the INCLUDE Strategy
Wrapping it Up
Back to the Cases
Summary
Applications in Teaching Practice: Developing Strategies for Responding
to Individual Student Behavior
Appendix: CEC Content Standards and INTASC Core Principles
Glossary
References
Name Index
Subject Index
The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any access cards, study guides, lab manuals, CDs, etc.
The Used, Rental and eBook copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.
Need Help? Copyright © 1999-2024