Including Students With Special Needs: A Practical Guide For Classroom Teachers

by Friend, Marilyn; Bursuck, William D.

• ISBN13: 9780321317742
• ISBN10: 0321317742
• Edition: 4th
• Format: Paperback
• Copyright: 2006-01-01
• Publisher: Allyn & Bacon

Summary

The most widely adopted text in Inclusion courses, Including Students with Special Needspresents information, suggestions, and practices for teaching students with diverse abilities that are effective and feasible for today's classroom teacher. The fourth edition continues to offer practical strategies for teaching students with special needs in inclusive settings. Its non-categorical approach helps teachers ensure all students success regardless of their specific category of exceptionality. Filled with examples and vignettes, the text illuminates teaching methods and shows how they affect students learning. By drawing on the authors expertise in elementary and secondary education, this book examines the needs of students with low-incidence and high-incidence disabilities at both education levels. The useful organization first lays a foundation in special education and the inclusion model, and then helps readers apply that information in specific classroom situations.

Table of Contents

Features	xviii
Preface	xxii
The Foundation for Educating Students with Special Needs	xxx
Learner Objectives	1	(1)
Key Terms and Concepts	1	(1)
What Key Terms and Concepts Define Special Education?	2	(4)
Least Restrictive Environment	3	(1)
Mainstreaming	4	(1)
Inclusive Practices	4	(2)
How Did Today's Special Education Services Come to Exist?	6	(8)
The Development of Education for Students with Disabilities	6	(1)
The Impact of the Civil Rights Movement on Special Education	7	(3)
The Legislative Basis for Contemporary Special Education	10	(4)
What Are Current Perspectives on Inclusive Practices?	14	(6)
A Problem of Definition	14	(2)
Perceptions of School Professionals	16	(1)
Perceptions of Parents	17	(1)
Student Outcomes	18	(1)
Putting the Pieces Together	18	(2)
Who Receives Special Education and Other Special Services?	20	(8)
Categories of Disability in Federal Law	20	(5)
Cross-Categorical Approaches to Special Education	25	(1)
Other Students with Special Needs	26	(2)
Summary	28	(1)
Applications in Teaching Practice: Understanding Contemporary Special Education Practices	29	(1)
Working the Standards	30	(1)
Further Readings	31	(1)
Special Education Procedures and Services	32	(40)
Learner Objectives	33	(1)
Key Terms and Concepts	33	(1)
Who Are the Professionals in Special Education?	34	(10)
General Education Teachers	34	(2)
Special Education Teachers	36	(1)
Other Specialists and Related Service Providers	37	(7)
How Can You Decide Whether a Student Need Might Be a Disability?	44	(3)
Analyze Unmet Needs	44	(2)
Communicate Your Observations and Try Your Own Interventions	46	(1)
How Do Students Obtain Special Services?	47	(9)
Initial Consideration of Student Problems	49	(1)
The Special Education Referral and Assessment Process	49	(4)
Decision Making for Special Services	53	(1)
Monitoring Special Education Services	53	(3)
What Is an Individualized Education Program?	56	(5)
Required Components of an IEP	56	(4)
The Value of IEPs	60	(1)
What Services Do Students with Disabilities Receive?	61	(6)
Special Education and Related Services	61	(1)
Student Placement	62	(5)
Summary	67	(1)
Applications in Teaching Practice: A Visit to an MDT Meeting	67	(2)
Working the Standards	69	(2)
Further Readings	71	(1)
Building Partnerships through Collaboration	72	(34)
Learner Objectives	73	(1)
Key Terms and Concepts	73	(2)
What Are the Basics of Collaboration?	75	(6)
Characteristics of Collaboration?	75	(3)
Prerequisites for Collaboration	78	(3)
What Are Effective Applications of Collaboration in Schools That Foster Inclusion?	81	(13)
Shared Problem Solving	81	(6)
Co-Teaching	87	(3)
Working on a Team	90	(2)
Consultation	92	(2)
How Can You Work Effectively with Parents?	94	(6)
Understanding the Perspective of Family Members	94	(1)
Parents' Reactions to Their Child's Disability	95	(1)
Family-Centered Practices	96	(2)
Collaborating with Parents	98	(2)
How Can You Work Effectively with Paraprofessionals?	100	(2)
Understanding Your Working Relationship with Paraprofessionals	100	(2)
Collaborating with Paraprofessionals	102	(1)
Summary	102	(1)
Applications in Teaching Practice: Collaboration in the Washington School District	103	(1)
Working the Standards	104	(1)
Further Readings	105	(1)
Assessing Student Needs	106	(38)
Learner Objectives	107	(1)
Key Terms and Concepts	107	(1)
How Do Your Student Assessments Contribute to Special Education Decisions?	108	(4)
Screening	108	(1)
Diagnosis	109	(1)
Program Placement	110	(1)
Curriculum Placement	111	(1)
Instructional Evaluation	111	(1)
Program Evaluation	112	(1)
What Information Sources Are Used in Programming for Students with Special Needs?	112	(10)
High-Stakes Achievement Tests	112	(2)
Standardized Achievement Tests	114	(2)
Psychological Tests	116	(1)
Alternate Assessments	117	(4)
Curriculum-Based Assessments	121	(1)
What Kinds of Curriculum-Based Assessments Can You Create for Your Students?	122	(11)
Probes of Basic Academic Skills	122	(4)
Content-Area Assessments	126	(7)
How Are Curriculum-Based Probes Used to Make Special Education Decisions?	133	(6)
Peer Comparison in Screening	133	(3)
Fluency and Accuracy in Diagnosis	136	(2)
Skill Mastery and Curriculum Placement	138	(1)
Monitoring Student Progress and Instructional Evaluation	138	(1)
Summary	139	(1)
Applications in Teaching Practice: Collecting and Using Assessment Information	139	(2)
Working the Standards	141	(2)
Further Readings	143	(1)
Planning Instruction by Analyzing Classroom and Student Needs	144	(42)
Learner Objectives	145	(1)
Key Terms and Concepts	145	(1)
How Can the INCLUDE Strategy Help You Make Reasonable Adaptations for Students with Special Needs?	146	(10)
Step 1: Identify Classroom Demands	148	(2)
Step 2: Note Student Learning Strengths and Needs	150	(1)
Step 3: Check for Potential Areas of Student Success	151	(1)
Step 4: Look for Potential Problem Areas	151	(1)
Step 5: Use Information to Brainstorm Adaptations	152	(3)
Step 6: Decide Which Adaptations to Implement	155	(1)
Step 7: Evaluate Student Progress	156	(1)
How Is an Inclusive Classroom Organized?	156	(6)
Physical Organization	156	(2)
Routines for Classroom Business	158	(1)
Classroom Climate	159	(1)
Classroom Rules	160	(1)
Monitoring	160	(1)
The Use of Time	161	(1)
How Can You Group All Your Students for Instruction in Inclusive Classrooms?	162	(3)
Whole-Class or Large-Group Instruction	163	(1)
Small-Group Instruction	164	(1)
One-to-One Instruction	164	(1)
How Can You Evaluate Instructional Materials for Inclusive Classrooms?	165	(6)
Textbooks	165	(4)
Manipulatives and Models	169	(1)
Technology	170	(1)
How Can You Analyze Instructional Methods in Relation to Student Needs?	171	(11)
Elements of Direct Instruction	173	(3)
Indirect Methods of Instruction	176	(1)
Scaffolding	177	(3)
Independent Student Practice	180	(1)
Evaluation of Student Performance	181	(1)
Summary	182	(2)
Applications in Teaching Practice: Planning Adaptations in the Instructional Environment	184	(1)
Working the Standards	184	(1)
Further Readings	185	(1)
Students with Low-Incidence Disabilities	186	(46)
Learner Objectives	187	(1)
Key Terms and Concepts	187	(1)
What Are Low-Incidence Disabilities?	188	(2)
What Accommodations Can You Make for Students with Moderate, Severe, or Multiple Disabilities?	190	(10)
Students with Moderate to Severe Intellectual Disabilities	191	(4)
Accommodations for Students with Moderate to Severe Intellectual Disabilities	195	(3)
Students with Multiple Disabilities	198	(2)
Deaf-Blindness	200	(1)
What Accommodations Can You Make for Students with Sensory Impairments?	200	(12)
Students with Visual Impairments	201	(1)
Students with Hearing Loss	201	(2)
Accommodations for Students with Visual Impairments	203	(2)
Accommodations for Students Who Are Deaf or Hard of Hearing	205	(7)
What Accommodations Can You Make for Students with Physical, Medical, or Health Disabilities?	212	(10)
Orthopedic Impairments	213	(2)
Other Health Impairments	215	(4)
Traumatic Brain Injury	219	(3)
What Accommodations Can You Make for Students with Autism Spectrum Disorders?	222	(4)
Characteristics of Students with Autism Spectrum Disorders	223	(1)
Accommodations for Students with Autism Spectrum Disorders	224	(2)
Summary	226	(2)
Applications in Teaching Practice: Planning Adaptations for Students with Low-Incidence Disabilities	228	(1)
Working the Standards	229	(2)
Further Readings	231	(1)
Students with High-Incidence Disabilities	232	(32)
Learner Objectives	233	(1)
Key Terms and Concepts	233	(1)
What Are High-Incidence Disabilities?	234	(1)
What Accommodations Can You Make for Students with Communication Disorders?	234	(7)
Understanding Speech Problems	234	(2)
Understanding Language Problems	236	(2)
Accommodations for Students with Communication Disorders	238	(3)
What Are the Academic Needs of Students with Learning and Behavioral Disabilities?	241	(8)
Reading Skills	243	(1)
Written Language Skills	243	(3)
Math Skills	246	(2)
Learning Skills	248	(1)
What Are the Social and Emotional Needs of Students with Learning and Behavioral Disabilities?	249	(6)
Interpersonal Skills	252	(2)
Personal and Psychological Adjustment	254	(1)
What Accommodations Can You Make for Students with Learning and Behavioral Disabilities?	255	(5)
Addressing Academic Needs	255	(1)
Addressing Social and Emotional Needs	256	(4)
Summary	260	(1)
Applications in Teaching Practice: Using the INCLUDE Strategy with Students with High-Incidence Disabilities	261	(1)
Working the Standards	261	(1)
Further Readings	262	(2)
Other Students with Special Needs	264	(40)
Learner Objectives	265	(1)
Key Terms and Concepts	265	(2)
Which Students Are Protected by Section 504?	267	(4)
Understanding Section 504	268	(1)
Section 504 and Students with Medical and Health Needs	268	(3)
How Can You Accommodate Students with Attention Deficit--Hyperactivity Disorder (ADHD)?	271	(7)
Characteristics and Needs of Students with Attention Deficit-Hyperactivity Disorder	272	(2)
Interventions for Students with Attention Deficit--Hyperactivity Disorder	274	(2)
Families of Children with Attention Deficit--Hyperactivity Disorder	276	(2)
How Can You Accommodate Students Who Are Gifted and Talented?	278	(5)
Characteristics and Needs of Students Who Are Gifted and Talented	279	(1)
Cognitive Abilities and Academic Skills	280	(1)
Interventions for Students Who Are Gifted and Talented	281	(2)
What Are the Needs of Students from Culturally Diverse Backgrounds?	283	(9)
Diversity and Special Education	285	(1)
Cultural Awareness	286	(4)
Families and Diversity	290	(1)
Multicultural and Bilingual Education	291	(1)
How Can You Meet the Needs of Students Who Are at Risk?	292	(8)
Characteristics and Needs of Students at Risk	292	(4)
Interventions for Students at Risk	296	(4)
Summary	300	(1)
Applications in Teaching Practice: Diversity in a High School Class	300	(2)
Working the Standards	302	(1)
Further Readings	303	(1)
Instructional Adaptations	304	(50)
Learner Objectives	305	(1)
Key Terms and Concepts	305	(2)
How Can You Make Accommodations for Students with Special Needs in Basic Skills Instruction?	307	(9)
Teaching Preskills	307	(1)
Selecting and Sequencing Examples	308	(2)
Deciding the Rate of Introduction of New Skills	310	(2)
Providing Direct Instruction and Opportunities for Practice and Review	312	(4)
How Can You Make Accommodations for Students with Special Needs When Teaching Subject-Area Content?	316	(18)
Activating Background Knowledge	317	(5)
Organizing Content	322	(6)
Teaching Terms and Concepts	328	(6)
How Can You Improve Clarity in Written and Oral Communication?	334	(6)
Clarity in Written Communication	335	(2)
Clarity in Oral Communication	337	(3)
How Can You Involve Parents in Teaching Their Children?	340	(1)
What Adaptations Can You Make to Help Students Succeed in Independent Practice?	341	(9)
Adapting Seatwork Assignments	341	(1)
Providing Feedback on Independent Practice Activities	342	(2)
Adapting Homework Assignments	344	(2)
Involving Parents in the Homework Process	346	(1)
Making Instructional Modifications for Students with Moderate to Severe Disabilities	347	(3)
Summary	350	(1)
Applications in Teaching Practice: Developing a Repertoire of Instructional Adaptations	350	(1)
Working the Standards	351	(2)
Further Readings	353	(1)
Strategies for Independent Learning	354	(42)
Learner Objectives	355	(1)
Key Terms and Concepts	355	(2)
How Can You Encourage Student Self-Awareness and Self-Advocacy?	357	(3)
How Can You Effectively Teach Independent Learning Strategies in Class?	360	(5)
Assessing Current Strategy Use	360	(1)
Clarifying Expectations	361	(1)
Demonstrating Strategy Use	361	(1)
Encouraging Students to Memorize Strategy Steps	362	(1)
Providing Guided and Independent Practice	362	(2)
Administering Posttests	364	(1)
What Are Some Examples of Successful Learning Strategies?	365	(24)
Word Identification and Reading Fluency Strategies	365	(1)
Vocabulary Strategies	366	(1)
Reading Comprehension Strategies	367	(4)
Listening and Note-Taking Strategies	371	(8)
Writing Strategies	379	(3)
Strategies for Using Technology to Improve Student Writing	382	(2)
Strategies for Problem Solving in Math	384	(3)
Strategies for Managing Time and Resources	387	(2)
How Can Students Learn to Use Strategies Independently?	389	(4)
Self-Instruction	390	(1)
Self-Monitoring	390	(1)
Self-Questioning	391	(1)
Self-Reinforcement	391	(2)
Summary	393	(1)
Applications in Teaching Practice: Designing Strategies for Independence	393	(1)
Working the Standards	394	(1)
Further Readings	395	(1)
Evaluating Student Learning	396	(34)
Learner Objectives	397	(1)
Key Terms and Concepts	397	(1)
How Can Classroom Tests Be Adapted for Students with Special Needs?	398	(12)
Adaptations before the Test	399	(5)
Adaptations during the Test	404	(2)
Adaptations after the Test	406	(4)
How Can Report Card Grades Be Adapted for Students with Special Needs?	410	(12)
Changes to Letter and Number Grades	411	(3)
Making Grading Adaptations for Students with Disabilities	414	(8)
How Can Performance-Based Assessment Benefit Students with Special Needs?	422	(2)
How Can Portfolio Assessment Benefit Students with Special Needs?	424	(2)
Summary	426	(2)
Applications in Teaching Practice: Adapting Evaluations for Students with Special Needs	428	(1)
Working the Standards	428	(1)
Further Readings	429	(1)
Responding to Student Behavior	430	(40)
Learner Objectives	431	(1)
Key Terms and Concepts	431	(3)
What Are Positive Behavioral Interventions and Supports?	434	(1)
How Can You Prevent Discipline Problems?	434	(4)
Instructional Environments Conducive to Learning	435	(1)
Effective Classroom Communication	435	(2)
Effective Teaching Methods	437	(1)
Schoolwide Strategies	437	(1)
How Can You Promote Positive Group Behavior?	438	(2)
Token Economy	438	(1)
Other Peer-Mediated Approaches	439	(1)
What Are Effective Strategies for Responding to Minor Individual Behaviors?	440	(2)
Use Minimum Interventions	440	(1)
Manage Students' Surface Behaviors	441	(1)
How Can Functional Behavior Assessment Help You Respond to Serious Individual Behaviors?	442	(13)
Rationale for Functional Behavior Assessment	442	(4)
Verifying the Seriousness of the Problem	446	(1)
Defining the Problem Behavior	447	(1)
Collecting Data to Better Understand the Behavior	448	(3)
Analyzing the Data and Forming Hypotheses	451	(1)
Developing a Behavior Intervention Plan	451	(2)
Implementing the Plan	453	(1)
Monitoring the Plan's Effectiveness	454	(1)
What Are Effective Strategies for Responding to Serious Individual Behaviors?	455	(9)
Increasing Desirable Behaviors	455	(3)
Decreasing Undesirable Behaviors	458	(4)
Using Behavior Contracts	462	(2)
How Can You Help Students Manage Their Own Behavior?	464	(2)
Cognitive Behavior Management Strategies	464	(1)
Teaching Cognitive Behavior Management Strategies	465	(1)
Summary	466	(1)
Applications in Teaching Practice: Developing Strategies for Responding to Individual Student Behavior	466	(1)
Working the Standards	467	(1)
Further Readings	468	(2)
Building Social Relationships	470	(35)
Learner Objectives	471	(1)
Key Terms and Concepts	471	(2)
What Is Your Role in Promoting Positive Social Interactions among Students with and without Disabilities?	473	(8)
Creating Opportunities for Social Interactions	474	(2)
Nurturing Support and Friendship	476	(3)
Providing Positive Role Models	479	(2)
How Can You Provide Education about Individuals with Disabilities?	481	(2)
Informing through Direct Instruction	481	(1)
Using Video and Print Media	482	(1)
Demonstrating and Using Adaptive Technology	483	(1)
How Can You Develop and Support Peer Tutoring?	483	(6)
Developing Peer Tutoring Programs	485	(3)
Supporting Peer Tutoring Programs	488	(1)
How Can You Use Cooperative Learning Strategies to Facilitate Social Inclusion?	489	(8)
The Rationale for Cooperative Learning	490	(1)
Characteristics of Cooperative Learning Approaches	491	(1)
Developing Cooperative Learning Programs	491	(6)
How Can You Help Students with Disabilities Improve Their Social Skills?	497	(3)
Using Informal Instruction	498	(1)
Using Behavioral Interventions	498	(1)
Using Social Skills Training Programs	499	(1)
Final Thoughts About Inclusion and the INCLUDE Strategy	500	(1)
Summary	500	(1)
Applications in Teaching Practice: Planning for Promoting Positive Peer Relations	501	(1)
Working the Standards	502	(2)
Further Readings	504	(1)
Glossary	505	(14)
References	519	(24)
Name Index	543	(9)
Subject Index	552