Inclusive Classroom, The: Strategies for Effective Instruction

by Mastropieri, Margo A.; Scruggs, Thomas E.

• ISBN13: 9780131540682
• ISBN10: 0131540688
• Additional ISBN(s): 9780131397996, 9780136101277
• Edition: 3rd
• Format: Paperback w/CD
• Copyright: 2007-01-01
• Publisher: Pearson College Div
• More Book Details
• Purchase Benefits

Summary

The Inclusive Classroom: Strategies for Effective Instruction, Third Edition By Margo A. Mastropieri and Thomas E. Scruggs Recent Praise for The Inclusive Classroom: Strategies for Effective Instruction "Quite detailed. Quite practical. Everything is well linked to both research and standards." -Joseph E. Nolan, Indiana University of Pennsylvania "This text is exceptional. The authors have provided numerous practical examples throughout the book that are easy for inexperienced teachers to implement. I believe even teachers with extensive experience would find new ideas in this textbook." -Karen B. Clark, Indiana University, South Bend As you can see, the real strength of The Inclusive Classroom is its emphasis on practical, research-based teaching and learning strategies in an inclusive environment. The third edition focuses on the basic tools general educators need and directly relates content to the academic and professional demands of teachers in inclusive settings. Practical and Effective Teaching and Learning Strategies bull; bull;In the Classroom features offer tips, strategies, and resources that address very specific need areas, and can be practically applied to inclusive classroom situations. bull;Classroom Scenarios provide context for the specific teaching strategies featured in the text. bull;Strategy and Lesson Plan Database CD-ROM packaged with the text provides users with a searchable database of the strategies featured in the text as well as additional lesson plans for the inclusive classroom. The database software also allows users to modify and adapt current strategies and lesson plans or to create new ones. Research and Resources that Support Practice and Professionalism bull; bull;Research Highlights explain the research behind certain teaching strategies developed for use with students with special needs, provide resources for further information and explanation, and tie chapter content to the research with reflection questions. bull;Diversity in the Classroom features address the fact that classrooms are more diverse not only in respect to students with disabilities, but also with respect to race, religion, and ethnicity. bull;Professional Standards (including CEC, INTASC, and PRAXIS) are listed at the end of each chapter where relevant. A complete listing of standards can be found on the Companion Website.

Table of Contents

Part 1 The Fundamentals
Introduction to Inclusive Teaching	2	(23)
Objectives	2	(2)
What Are the Educational Rights for Individuals with Disabilities?	4	(1)
The Least-Restrictive Environment	5	(4)
Where Are Students with Disabilities Served?	5	(1)
Mainstreaming and Inclusion	6	(1)
Who Is Served Under Idea?	7	(1)
Other Instances of Classroom Diversity	8	(1)
Legal Foundations	9	(6)
Legal Proceedings and Legislation	9	(1)
Section 504	10	(1)
Americans with Disabilities Act	11	(1)
Individuals with Disabilities Education Act (IDEA)	11	(2)
No Child Left Behind Act of 2001	13	(2)
Models of Service Delivery	15	(7)
The Continuum of Services	15	(1)
Where Are Most Students with Disabilities Served?	15	(1)
What Are General Education Classroom and Consultation Services?	16	(1)
What Are Resource and Self-Contained Services?	17	(1)
Special Schools and Special Facilities	17	(1)
What Other Related Services Are Available?	17	(1)
Inclusion Movements	18	(1)
What Does This Debate Mean for Teachers?	19	(1)
Teacher Attitudes	20	(2)
Summary	22	(2)
Inclusion Checklist	24	(1)
Collaboration: Partnerships and Procedures	25	(26)
Objectives	25	(2)
Collaboration to Establish Need	27	(1)
Shared Goals	27	(1)
Effective Communication	27	(3)
Collaboration and Communication for Intervention	30	(3)
The Intervention Process	31	(2)
Collaboration for Referrals and Placements	33	(10)
Collaboration as Partnerships	43	(5)
Consultation Between Special and Regular Educators	43	(1)
Co-Teaching	44	(1)
Collaboration with Paraprofessionals	45	(1)
Parents and Families as Partners	46	(2)
Summary	48	(2)
Inclusion Checklist	50	(1)
Teaching Students with Higher-Incidence Disabilities	51	(20)
Objectives	51	(1)
Speech or Language Impairments	52	(3)
Prevalence, Definitions, and Characteristics	52	(1)
Causes of Speech or Language Impairments	53	(1)
Issues in Identification and Assessment of Communication Disorders	53	(1)
Classroom Adaptations for Students with Speech or Language Impairments	53	(2)
Learning Disabilities	55	(5)
Prevalence and Definitions of Learning Disabilities	55	(1)
Causes of Learning Disabilities	56	(1)
Issues in Identification and Assessment of Learning Disabilities	57	(1)
Characteristics of Learning Disabilities	57	(1)
Classroom Adaptations for Students with Learning Disabilities	58	(2)
Mental Retardation	60	(4)
Prevalence and Definitions of Mental Retardation	60	(1)
Causes of Mental Retardation	60	(1)
Issues in Identification and Assessment of Mental Retardation	61	(1)
Characteristics of Mental Retardation	61	(2)
Classroom Adaptations for Students with Mental Retardation	63	(1)
Emotional Disturbance	64	(5)
Prevalence and Definitions	64	(1)
Causes of Emotional Disturbance	65	(1)
Issues in Identification and Assessment of Emotional Disturbance	65	(1)
Characteristics of Emotional Disturbance	65	(1)
Classroom Adaptations for Students with Emotional Disabilities	66	(3)
Summary	69	(1)
Inclusion Checklist	70	(1)
Teaching Students with Lower-Incidence Disabilities	71	(26)
Objectives	71	(1)
Visual Impairments	72	(2)
Prevalence, Definitions, and Characteristics	72	(1)
Classroom Adaptations for Students with Visual Impairments	73	(1)
Hearing Impairments	74	(3)
Prevalence, Definitions, and Characteristics	74	(1)
Educational Programming	74	(1)
Classroom Adaptations for Students with Hearing Impairments	75	(2)
Physical Disabilities and Other Health Impairments	77	(10)
Prevalence, Definitions, and Characteristics	77	(1)
Physical and Health-Related Disabilities	78	(4)
Classroom Adaptations for Students with Physical Disabilities and Other Health Impairments	82	(5)
Severe and Multiple Disabilities	87	(3)
Prevalence, Definitions, and Characteristics	87	(1)
Classroom Adaptations for Students with Severe Disabilities	88	(2)
Autism	90	(5)
Prevalence, Definitions, and Characteristics	90	(1)
Classroom Adaptations for Students with Autism	91	(4)
Summary	95	(1)
Inclusion Checklist	96	(1)
Teaching Students with Other Special Learning Needs	97	(27)
Objectives	97	(1)
Students Served Under Section 504	98	(1)
Attention-Deficit/Hyperactivity Disorder	98	(4)
Definitions, Prevalence, and Characteristics	98	(1)
Causes of ADHD	99	(2)
Issues in Identification and Assessment of ADHD	101	(1)
General Classroom Adaptations for Students with ADHD	101	(1)
Gifted, Creative, and Talented	102	(3)
Definitions, Prevalence, and Characteristics of Gifted, Creative, and Talented	102	(2)
Issues in Identification and Assessment of Gifted, Creative, and Talented	104	(1)
General Classroom Accommodations for Students Who Are Gifted, Creative, and Talented	104	(1)
Students Who Are Culturally and Linguistically Diverse	105	(7)
Prevalence, Definitions, and Characteristics of Cultural and Linguistic Diversity	105	(5)
Issues in Identification and Assessment	110	(1)
General Classroom Adaptations for Students from Culturally and Linguistically Diverse Backgrounds	110	(2)
Students at Risk	112	(8)
Definitions, Prevalence, and Characteristics of Students at Risk	112	(6)
Coordinating Instruction with Compensatory Education Programs	118	(1)
General Classroom Adaptations for Students at Risk	118	(2)
Summary	120	(1)
Inclusion Checklist	121	(3)
Part 2 Developing Effective Teaching Skills
Effective Instruction for All Students	124	(23)
Objectives	124	(1)
Planning for Content Coverage	125	(4)
Objectives	125	(1)
Scope and Sequence	125	(1)
Curriculum	126	(1)
Pacing	126	(1)
Planning for Learning	127	(2)
Addressing Learning Problems	129	(1)
Using Effective Teaching Strategies	129	(13)
Maximizing Academic Engagement (Time-on-Task)	129	(6)
Making Effective Teacher Presentations	135	(5)
Monitoring Practice Activities	140	(1)
Review	141	(1)
Formative Evaluation	141	(1)
Components of a Model Lesson	142	(1)
Promoting Effective Inclusion Instruction: The Pass Variables	142	(2)
Prioritize Objectives	143	(1)
Adapt Instruction, Materials, or the Environment	143	(1)
Systematic Teaching, or the Scream Variables	143	(1)
Systematic Evaluation	143	(1)
Summary	144	(2)
Inclusion Checklist	146	(1)
Improving Classroom Behavior and Social Skills	147	(25)
Objectives	147	(1)
Managing Classroom Behavior	148	(17)
Observe and Record Classroom Behavior	148	(3)
Use Effective Classroom Management Strategies	151	(11)
Handling Confrontations	162	(2)
Schoolwide Discipline Systems	164	(1)
Confronting Bullying	165	(1)
Teaching Social Skills	165	(5)
Social Skills Assessment	166	(1)
Train Students to Improve Social Skills	167	(1)
Choose Curriculum Materials Thoughtfully	168	(1)
Conduct On-the-Spot Training	168	(1)
Train for Generalization	169	(1)
Validate Treatments	169	(1)
Summary	170	(1)
Inclusion Checklist	171	(1)
Promoting Inclusion with Classroom Peers	172	(23)
Objectives	172	(1)
Promoting Social Acceptance	173	(2)
Circle of Friends	173	(1)
Special Friends	174	(1)
Peer Assistance	175	(3)
What Is Peer Assistance?	175	(1)
Peer Training	175	(3)
Peer Tutoring	178	(7)
Why Use Peer Tutoring?	178	(3)
Benefits of Peer Tutoring	181	(1)
Implementing a Tutoring Program	182	(1)
Classwide Peer Tutoring	182	(3)
Cooperative Learning	185	(7)
Strategies for Implementing Cooperative Learning	185	(3)
Integrating Students with Special Needs into Cooperative Learning Groups	188	(1)
Types of Cooperative Group Arrangements	189	(1)
Conflict Resolution	190	(1)
Advantages and Limitations of Cooperative Learning	191	(1)
Summary	192	(2)
Inclusion Checklist	194	(1)
Enhancing Motivation and Affect	195	(23)
Objectives	195	(5)
Preconditions for Improving Motivation and Affect	197	(1)
Create a Supportive, Organized Classroom Environment	197	(1)
Ensure Materials Are of an Appropriate Difficulty Level	198	(1)
Ensure That Tasks Are Meaningful	198	(1)
Create Task-Oriented, Not Ego-Oriented Classrooms	199	(1)
Techniques for Improving Motivation and Affect	200	(15)
Raising Students' Self-Esteem	200	(1)
Provide Opportunities to Increase Self-Efficacy	201	(1)
Teach Students to Set Goals	202	(2)
Train Students to Use Positive Attributions	204	(1)
Arrange Counseling Interventions When Needed	205	(1)
Increase Students' Personal Investment in the Classroom	205	(2)
Make Learning More Fun and Enjoyable	207	(3)
Praise Students and Reward Their Efforts	210	(5)
Summary	215	(2)
Inclusion Checklist	217	(1)
Improving Attention and Memory	218	(26)
Objectives	218	(1)
Attention	219	(7)
Attention and Students with Special Needs	219	(1)
Strategies for Improving Attention	219	(5)
Basic Skills Problems	224	(1)
Extreme Cases of Attention Deficits	224	(2)
Memory	226	(15)
Preconditions for Improving Memory	226	(1)
Strategies for Improving Memory	226	(5)
Improve Memory with Mnemonic Techniques	231	(10)
Summary	241	(2)
Inclusion Checklist	243	(1)
Teaching Study Skills	244	(25)
Objectives	244	(1)
Tools to Develop Independent Learners	245	(16)
Help Students Develop Personal Organizational Skills	246	(6)
Promote Listening Skills	252	(5)
Note Taking	257	(4)
Research and Reference Skills	261	(5)
Teach Library Skills	262	(1)
Help Students Prepare Reports and Projects	263	(3)
Summary	266	(1)
Inclusion Checklist	267	(2)
Assessment	269	(25)
Objectives	269	(1)
Types of Tests	270	(2)
Adapting Tests for Students with Special Needs	272	(6)
Norm-Referenced Tests	272	(3)
Adapt Competency-Based and Statewide Assessment	275	(1)
Adapt Teacher-Made and Criterion-Referenced Tests	276	(2)
Using Curriculum-Based Measurement	278	(1)
Using Performance Assessment	279	(1)
Using Portfolio Assessment	280	(4)
Applications for Students with Special Needs	283	(1)
Teaching Test-Taking Skills	284	(5)
General Preparation Strategies	285	(1)
Strategies for Standardized Tests	285	(1)
Teach Specific Strategies for Standardized Tests	285	(2)
Teacher-Made Tests	287	(1)
Other Test-Taking Strategies	288	(1)
Grading and Scoring	289	(1)
Report Card Grades	289	(1)
Summary	290	(1)
Conclusion Checklist	291	(3)
Part 3 Teaching in the Content Areas
Literacy	294	(32)
Objectives	294	(1)
Approaches to Reading	295	(10)
Using Basal Textbooks	296	(1)
The Whole Language Approach	296	(1)
Reading Recovery	297	(1)
Direct Instruction and Code Emphasis	297	(2)
Promoting Physical Efficiency	299	(1)
Promoting Word Identification	299	(3)
Adaptations for Promoting Reading Fluency	302	(2)
Technological Adaptations to Promote Reading	304	(1)
Reading Comprehension	305	(8)
Strategies for Teaching Reading Comprehension	305	(5)
Instructional Adaptations That Foster Reading Comprehension	310	(1)
Secondary Applications	310	(2)
Use Assistive Technology to Support Secondary Reading	312	(1)
Written Expression	313	(10)
Handwriting	313	(1)
Spelling	314	(4)
Written Communication	318	(5)
Summary	323	(1)
Inclusion Checklist	324	(2)
Mathematics	326	(31)
Objectives	326	(1)
Mathematics Education	327	(1)
Mathematics and Students with Disabilities	327	(1)
Strategies for Teaching Math in Inclusive Settings	328	(25)
Early Number Concepts	328	(1)
Teaching Students to Count	329	(1)
One-to-One Correspondence	329	(1)
Introducing Geometry in Early Years	329	(1)
Addition and Subtraction Concepts	329	(1)
Counting with Number Lines	330	(1)
Writing Numbers	330	(1)
Understanding Symbols	331	(1)
Addition and Subtraction Computation	331	(1)
Remembering Addition and Subtraction Facts	332	(3)
Place Value and Regrouping	335	(2)
Teaching Early Problem Solving with Addition and Subtraction	337	(1)
Multiplication and Division Concepts	337	(1)
Multiplication and Division Facts	338	(2)
Calculators	340	(1)
Arithmetic Vocabulary	341	(1)
Multiplication and Division Algorithms	341	(2)
Error Analysis for Diagnosis	343	(1)
Problem Solving	343	(2)
Money	345	(1)
Time	345	(1)
Fractions	345	(1)
Decimals	346	(1)
Area and Volume Concepts	346	(2)
Algebra	348	(5)
Teach Functional Math	353	(1)
Summary	353	(2)
Inclusion Checklist	355	(2)
Science and Social Studies	357	(29)
Objectives	357	(1)
Adapting Textbook/Content-Oriented Approaches	358	(12)
Adapting Science and Social Studies Instruction	358	(1)
Effective Teacher Presentations	359	(2)
Promoting Independent Learning from Textbooks	361	(6)
Adapting Textbook Materials to Accommodate Diverse Learners	367	(3)
Adapting Activities-Oriented Approaches in Science and Social Studies	370	(10)
Adapting Science Activities	373	(5)
Social Studies Adaptations	378	(2)
Inquiry Learning in Science and Social Studies	380	(2)
Promote Active Thinking with Inquiry and Debate	380	(1)
Promote Active Thinking with Guided Questioning	381	(1)
Developmental Considerations	381	(1)
Develop Students' Abilities to Use Deductive Reasoning	382	(1)
Summary	382	(2)
Inclusion Checklist	384	(2)
Art, Music, Physical Education, Foreign Languages, and Career and Technical Education	386	(21)
Objectives	386	(1)
Art, Music, and Physical Education	387	(6)
Teaching Strategies	389	(4)
Foreign Languages	393	(1)
Career and Technical Education	394	(10)
Overview of Career and Technical Education	394	(1)
The Carl D. Perkins Vocational Education Act of 1984	394	(2)
Modifications for Students with Special Needs	396	(5)
Instructional Strategies	401	(3)
Summary	404	(2)
Inclusion Checklist	406	(1)
Transitions	407	(16)
Objectives	407	(1)
Planning for Transition	408	(9)
What Does Transition Mean?	408	(3)
Self-Advocacy and Self-Determination	411	(4)
Assessment	415	(1)
Curriculum	416	(1)
Transitioning for the Future	417	(4)
Planning for Graduation	417	(1)
Planning for Future Education	418	(1)
Planning for Future Job Opportunities	419	(1)
Planning for Independent Living Situations	419	(2)
Summary	421	(1)
Inclusion Checklist	422	(1)
References	423	(36)
Name Index	459	(8)
Subject Index	467