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| The Foundation for Educating Students with Special Needs | |
| Learner Objectives | |
| What Key Terms and Concepts Define Special Education? | |
| How Did Today's Special Education Services Come to Exist? | |
| What Are Inclusive Practices Essential in Today's Schools? | |
| Who Receives Special Education and Other Special Services? | |
| Summary | |
| Key Terms and Concepts | |
| Back to the Cases | |
| Applications in Teaching Practice:Understanding Contemporary Special Education | |
| Further Readings | |
| Special Education Procedures and Services | |
| Learner Objectives | |
| Who Are the Professionals in Special Education? | |
| Adaptive Physical Educators | |
| How Can You Decide Whether a Student Need Might Be a Disability? | |
| How Do Students Obtain Special Services? | |
| The Special Education Referral, Assessment, Eligibility | |
| Planning, and Placement Process | |
| What Is an Individualized Education Program? | |
| What Services Do Students with Disabilities Receive? | |
| Summary | |
| Key Terms and Concepts | |
| Back to the Cases | |
| Applications in Teaching Practice:A Visit to an MDT Meeting | |
| Further Readings | |
| Building Partnerships through Collaboration | |
| Learner Objectives | |
| What Are the Basics of Collaboration? | |
| What Are Collaboration Services in Schools That Foster Inclusion? | |
| How Can You Work Effectively with Parents? | |
| How Can You Work Effectively with Paraprofessionals? | |
| Summary | |
| Key Terms and Concepts | |
| Back to the Cases | |
| Applications in Teaching Practice: Collaboration in the Washington | |
| School District | |
| Further Readings | |
| Assessing Student Needs | |
| Learner Objectives | |
| How Do Your Student Assessments Contribute to Special Education Decisions? | |
| What Information Sources Are Used in Programming for Students with Special Needs? | |
| What Kinds of Curriculum-Based Assessments Can You Create for Your Students? | |
| How Are Curriculum-Based Probes Used to Make Special Education Decisions? | |
| Summary | |
| Key Terms and Concepts | |
| Back to the Cases | |
| Applications in Teaching Practice: Collecting and Using Assessment Information | |
| Further Readings | |
| Planning Instruction by Analyzing Classroom and Student Needs | |
| Learner 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? | |
| How Can You Group All Your Students for Instruction in Inclusive Classrooms? | |
| How Can You Evaluate Instructional Materials for Inclusive Classrooms? | |
| Textbooks | |
| How Can You Analyze Instructional Methods in Relation to Student Needs? | |
| Summary | |
| Key Terms and Concepts | |
| Back to the Cases | |
| Applications in Teaching Practice: Planning Adaptations in the Instructional Environment | |
| Further Readings | |
| Students with Low-Incidence Disabilities | |
| Learner Objectives | |
| What Are Low-Incidence Disabilities? | |
| What Accommodations Can You Make for Students with Autism Spectrum Disorders? | |
| Accommodations for Students with Autism Spectrum | |
| Disorders | |
| What Accommodations Can You Make for Students with Moderate, Severe, or Multiple Disabilities? | |
| What Accommodations Can You Make for Students with Sensory Impairments? | |
| Accommodations for Students with Visual Impairments | |
| Planning Instruction for Students with Visual Impairments | |
| Accommodations for Students Who Are Deaf or Hard of Hearing | |
| What Accommodations Can You Make for Students with Physical, Medical, or Health Disabilities? | |
| What Accommodations Can You Make for Students with Autism Spectrum Disorders? | |
| Summary | |
| Key Terms and Concepts | |
| Back to the Cases | |
| Applications in Teaching Practice:Planning for Students with Low-Incidence Disabilities | |
| Further Readings | |
| Students with High-Incidence Disabilities | |
| Learner Objectives | |
| What Are High-Incidence Disabilities? | |
| What Accommodations Can You Make for Students with Communication Disorders? | |
| What Are the Academic Needs of Students with Learning and Behavioral Disabilities? | |
| What Are the Social and Emotional Needs of Students with Learning and Behavioral | |
| Disabilities? | |
| What Accommodations Can You Make for Students with Learning and Behavioral | |
| Disabilities? | |
| Summary | |
| Key Terms and Concepts | |
| Back to the Cases | |
| Applications in Teaching Practice:Using the INCLUDE Strategy with Students with High-Incidence Disabilities | |
| Further Readings | |
| Students with Special Needs Other Than Disabilities | |
| Learner Objectives | |
| Which Students Are Protected by Section 504? | |
| How Can You Accommodate Students with Attention Deficit-Hyperactivity Disorder (ADHD)? | |
| How Can You Accommodate Students Who Are Gifted and Talented? | |
| What Are the Needs of Students from Culturally Diverse Backgrounds? | |
| How Can You Meet the Needs of Students Who Are at Risk? | |
| Summary | |
| Key Terms and Concepts | |
| Back to the Cases | |
| Applications in Teaching Practice:Diversity in a High School Class | |
| Further Readings | |
| Differentiating Instruction | |
| Learner Objectives | |
| How Can You Make Accommodations for Students with Special Needs in Basic Skills Instruction? | |
| How Can You Make Accommodations for Students with Special Needs When Teaching Subject-Area Content? | |
| How Can You Improve Clarity in Written and 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? | |
| Summary | |
| Key Terms and Concepts | |
| Back to the Cases | |
| Applications in Teaching Practice: Developing a Repertoire of Instructional Adaptations | |
| Further Readings | |
| Strategies for Independent Learning | |
| Learner Objectives | |
| How Can You Encourage Student Self-Awareness and Self-Advocacy? | |
| How Can You Effectively Teach Independent Learning Strategies in Class? | |
| What Are Some Examples of Successful Learning Strategies? | |
| How Can Students Learn to Use Strategies Independently? | |
| Summary | |
| Key Terms and Concepts | |
| Back to the Cases | |
| Applications in Teaching Practice:Designing Strategies for Independence | |
| Further Readings | |
| Evaluating Student Learning | |
| Learner Objectives | |
| How Can Accommodations Be Made for Students with Speical Needs When Giving Classroom Tests? | |
| How Can Accommodations in Report Card Grading Be Made for Students with Special Needs? | |
| Using Individual Grading for Students with Disabilities | |
| How Can Performance-Based Assessment Benefit Students with Special Needs? | |
| How Can Portfolio Assessment Benefit Students with Special Needs? | |
| Summary | |
| Key Terms and Concepts | |
| Back to the Cases | |
| Applications in Teaching Practice: Adapting Evaluations for Students with Special Needs | |
| Further Readings | |
| Responding to Student Behavior | |
| Learner Objectives | |
| What Are Positive Behavioral Interventions and Supports? | |
| How Can You Use Positive Behavior Supports to Prevent Discipline Problems? | |
| How Can You Promote Positive Group Behavior? | |
| What Are Effective Strategies for Responding to Minor Individual Behaviors? | |
| How Can Functional Behavior Assessment and Behavior Intervention Plans Help You Respond to Serious Individual Behaviors? | |
| What Are Effective Strategies for Responding to Serious Individual Behaviors? | |
| How Can You Help Students Manage Their Own Behavior? | |
| Summary | |
| Key Terms and Concepts | |
| Back to the Cases | |
| Applications in Teaching Practice: Developing Strategies for Responding to Individual Student Behavior | |
| Further Readings | |
| Building Social Relationships | |
| Learner Objectives | |
| What Is Your Role in Promoting Positive Social Interactions among Students with and without | |
| Disabilities? | |
| How Can You Provide Education about Individuals with Disabilities? | |
| How Can You Develop and Support Peer Tutoring? | |
| How Can You Use Cooperative Learning Strategies to Facilitate Social Inclusion? | |
| How Can You Help Students with Disabilities Improve Their Social Skills? | |
| Summary | |
| Key Terms and Concepts | |
| Back to the Cases | |
| Applications in Teaching Practice: Planning for Promoting Positive Peer | |
| Relations | |
| Further Readings | |
| Glossary | |
| References | |
| Name Index | |
| Subject Index | |
| Table of Contents provided by Publisher. All Rights Reserved. |
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