Including Students with Special Needs: A Practical Guide for Classroom Teachers, Seventh Edition

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  • Edition: 7th
  • Format: Loose-leaf
  • Copyright: 2014-03-25
  • Publisher: Pearson
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Note: This is the loose-leaf version of Including Students with Special Needs and does not include access to the Enhanced Pearson eText. To order the Enhanced Pearson eText packaged with the loose-leaf version, use ISBN 0133569942 .


Including Students with Special Needs, 7/e provides the best source of cross-categorical, practical strategies available for teaching students with special needs in inclusive settings. In it readers get practical help for understanding the legal and ethical bases of special education, while acquiring the knowledge about and skills to deliver effective instruction to all students. A cross-categorical book, Including Students with Special Needs provides strategies that cut across subject areas, covering the content most needed by general educators and others working with students with disabilities and other special needs, and presents examples and vignettes to illustrate the concepts.


Changes to the new edition include a streamlined Chapter 1 on key information related to understanding special education, presented in a way that is easily understood by novices to the field; and the inclusion of a significant number of interactive elements, including videos, websites, and other materials that students can link to while reading to learn additional information, see a demonstration of a concept or skill, or find alternative points of view on key subjects. Also included are new student vignettes in nearly every chapter, expanded and deepened coverage of RTI, and a look at the Common Core State Standards. The Enhanced Pearson eText features embedded video, interactive links to helpful web sites, and interactive chapter assessment quizzes.


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Author Biography

Marilyn Friend has worked in the field of education for over 30 years in a variety of roles. In addition to teaching as both a special educator and general educator, she has worked as a teacher educator, consultant, and staff developer and currently is Professor Emerita, Department of Specialized Education Services, 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.  She is the author of Special Education:  Contemporary Perspectives for School Professionals (Pearson, 2013), Co-Teach!:  A Handbook for Building and Sustain Classroom Partnerships in Inclusive Schools (2nd edition/Marilyn Friend, Inc., 2014), and (with Lynne Cook, Ph.D.) Interactions:  Collaboration Skills for School Professionals (7th edition/Pearson).  She also is the co-producer (with Leonard Burrello, Ph.D.) of a video series, including Power of Two (2nd edition), More Power, and Instructional Power (all produced by Elephant Rock Productions).


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 Professor Emeritus, Department of Specialized Education Services, The University of North Carolina at Greensboro. He is the co-author (with Mary Damer) of Teaching Reading to Students Who Are At-Risk or Have Disabilities: A Multi-Tier Approach (3rd edition/Pearson, 2014).

Table of Contents

Chapter 1: The Foundation for Educating Students with Special Needs 

Chapter 2: Special Education Procedures and Services

Chapter 3: Building Partnerships Through Collaboration

Chapter 4: Assessing Student Needs

Chapter 5: Planning Instruction by Analyzing Classroom and Student Needs

Chapter 6: Students with Low-Incidence Disabilities

Chapter 7: Students with High-Incidence Disabilities

Chapter 8: Students with Special Needs Other Than Disabilities

Chapter 9: Differentiating Instruction

Chapter 10: Strategies for Independent Learning

Chapter 11: Evaluating Student Learning

Chapter 12: Responding to Student Behavior


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