Inclusion : effective practices for all students

Author(s)

• McLeskey, James
• Rosenberg, Michael S.
• Westling, David L.

Bibliographic Information

Inclusion : effective practices for all students

James McLeskey, Michael S. Rosenberg, David L. Westling

Pearson, c2010

• pbk.

Note

Includes bibliographical references (p. 447-464) and indexes

Description and Table of Contents

Description

Using a pragmatic and realistic approach to inclusion, this first edition text emphasizes three main themes: the underlying values of making all students active participants in the classroom; the importance of effective evidenced-based practices that work in real classrooms; and the worth of creating highly effective professional educators who have the knowledge, skills, and dispositions to meet the needs of a broad spectrum of diverse students. Among the many helpful features in the text, Inclusion weaves the stories of three real-world schools throughout the text. The three inclusive schools, which cover the elementary, middle, and high school levels, are used to color the content of the text with examples, interviews, descriptions, and practices that work in real settings with real students. Written in a clear, succinct, practical, and approachable style, and with consistent pedagogical elements and themes carried throughout, this text addresses the needs of the diverse range of pre-service professionals: traditional special education students, traditional general education students, and alternative certification students. The book paints a complete picture of inclusion by breaking the subject into three overarching segments: Foundations of Successful Inclusion, Meeting the Needs of All Students, and Effective Practices for All Students. The initial section provides an introduction to inclusion, an account of how and why it has evolved, and how the diversity of students in today's schools influence inclusion and education in general. The second section includes seven brief chapters that provide background information regarding specific disabilities as well as key issues and challenges for including students in each category. Section three provides an in-depth presentation of key evidence-based practices.

Table of Contents

Part I: Foundations of Successful Inclusion Chapter 1: What Is Inclusion and Why Is It Important? Introduction Inclusion Is for All Students Descriptions of Three Highly Effective, Inclusive Schools Students with Disabilities and Special Education Other Students Who May Need Support in the General Education Classroom Concepts That Support Inclusive Practices Normalization Least Restrictive Environment What Are Effective Inclusive Programs? Inclusive Programs: Research on Effectiveness Your Role as a Teacher in an Inclusive School General Education Teachers Special Education Teachers Related Services Professionals Paraeducators Teacher Attitudes Toward Inclusion Being a Good Teacher of All Students Appropriate Dispositions Positive Teacher Attitude Summary Chapter 2: Inclusion: Reflections on the Past, Present, and Future Perspectives on Inclusion Introduction The Evolution of Inclusive Special Education Services From Segregation to Inclusion Civil Rights and Parent Advocacy Current Status of Inclusive Practices Legal Foundations of Special Education and Inclusion Individuals with Disabilities Education Improvement Act (IDEA 2004) From Law to Classroom: Major Components of IDEA 2004 No Child Left Behind Elements of NCLB Section 504 of the Rehabilitation Act of 1973 (PL 93-112) and the Americans with Disabilities Act Tomorrow's Challenges AYP and Students with Disabilities Highly Qualified Professionals Evolving Roles in a Changing System Summary Chapter 3: A Look at Today's Schools: Teaching Students from Diverse Backgrounds Perspectives on Teaching Students from Diverse Backgrounds Introduction Who Are the Students in Today's Schools? Ethnic Groups Language Poverty Diversity in Special Education Student Diversity and Academic Achievement Academic Proficiency High School Graduation Rates Teachers, Students, and the Demographic Divide Culture and Student Outcomes Establishing Connections Across a Cultural Divide What Is Culture, and Why Is It So Important? What Can Teachers Do? Culturally Responsive Teaching in Inclusive Classrooms Supporting Resilience and Motivation Culturally Responsive Inclusive Pedagogy Demonstrating Care High Expectations: What Does "No Excuses" Really Mean? Using a Diverse Curriculum Summary Part II: Meeting the Needs of All Students Chapter 4: Students with Learning Disabilities Perspectives on Including Students with Learning Disabilities Introduction Who Are Students with Learning Disabilities? Identification of Students with Learning Disabilities Prevalence Service Delivery Major Characteristics of Students with Learning Disabilities Academic Difficulties Cognitive Skill Deficits Social and Motivational Problems Effective Instruction for Students with Learning Disabilities Effective Instruction for Elementary Students Effective Instruction for Secondary Students Final Thoughts Regarding Effective Practices Summary Chapter 5: Students with Attention-Deficit/Hyperactivity Disorder Perspectives on Including Students with Attention-Deficit/Hyperactivity Disorder Introduction Who Are Students with Attention-Deficit/Hyperactivity Disorder? Definition Identification of Students with ADHD Prevalence Service Delivery Major Characteristics of Students with ADHD Inattentive, Hyperactive, and Impulsive Behaviors Social and Behavior Problems Academic Difficulties Effective Instruction for Students with ADHD Effective Instruction for Elementary Students Effective Instruction for Secondary Students The Use of Medication to Address the Symptoms of ADHD Final Thoughts Regarding Effective Practices Summary Chapter 6: Students with Intellectual Disabilities Perspectives on Including Student with Intellectual Disabilities Introduction Who Are Students with Intellectual Disabilities? Definition Identification of Students with Intellectual Disabilities Prevalence Service Delivery Major Characteristics of Students with Intellectual Disabilities Academic Difficulties Cognitive Skill Deficits Social and Behavior Problems Effective Instruction for Students with Intellectual Disabilities Effective Instruction for Elementary Students Effective Instruction for Secondary Students Final Thoughts Regarding Effective Practices Summary Chapter 7: Students with Emotional and Behavioral Disabilities Perspectives on Including Students with Emotional and Behavioral Disabilities Introduction Who Are Students with Emotional and Behavioral Disabilities? Definition Identification of Students with Emotional and Behavioral Disabilities Prevalence Service Delivery Major Characteristics of Students with Emotional and Behavioral Disabilities Externalizing Behavior Problems Internalizing Behavior Problems Cognitive, Academic, and Social Behavior Effective Instruction for Students with Emotional and Behavioral Disabilities Effective Instruction for Elementary Students Effective Instruction for Secondary Students Final Thoughts Regarding Effective Practices Summary Chapter 8: Students with Autism Spectrum Disorders Perspectives on Including Students with Autism Spectrum Disorders Introduction Who Are Students with Autism Spectrum Disorders? Definition Identification of Students with Autism Spectrum Disorders Prevalence Service Delivery Major Characteristics of Students with Autism Spectrum Disorders Primary Characteristics Secondary Behavioral Factors Effective Instruction for Students with Autism Spectrum Disorders Effective Instruction for Elementary Students Effective Instruction for Secondary Students Final Thoughts Regarding Effective Practices Summary Chapter 9: Students with Communication Disorders and Students with Sensory Impairments Perspectives on Including Students with Communication Disorders Introduction Who Are Students with Communication Disorders? Definitions Identification of Students with Communication Disorders Prevalence Service Delivery Major Characteristics of Students with Communication Disorders Academic and Cognitive Performance Behavior Performance and Social Skills Effective Instruction for Students with Communication Disorders Effective Instruction for Elementary Students Effective Instruction for Secondary Students Who Are Students with Sensory Impairments? Definitions Identification of Students with Sensory Impairments Prevalence Service Delivery Major Characteristics of Students with Sensory Impairments Academic and Cognitive Performance Behavior Performance and Social Skills Effective Instruction for Students with Sensory Impairments Effective Instruction for Elementary Students Effective Instruction for Secondary Students Final Thoughts Regarding Effective Practices Summary Chapter 10: Students with Physical Disabilities, Health Impairments, and Multiple Disabilities Perspectives on Including Students with Physical Disabilities Introduction Who Are Students with Physical Disabilities, Health Impairments, and Multiple Disabilities? Definitions Identification of Students with Physical Disabilities, Health Impairments, and Multiple Disabilities Prevalence Service Delivery Major Characteristics of Students with Physical Disabilities, Health Impairments, and Multiple Disabilities Academic and Cognitive Performance Behavior Performance and Social Skills Effective Instruction for Students with Physical Disabilities, Health Impairments, and Multiple Disabilities Effective Instruction for Elementary Students Effective Instruction for Secondary Students Strategies to Achieve Social Success Final Thoughts Regarding Effective Practices Summary Part III: Effective Practices Chapter 11: Collaboration and Teaming Perspectives on Collaboration Introduction Collaboration: What to Expect What Is Collaboration? Dispositions Needed for Successful Collaboration Skills Needed for Successful Collaboration Collaborative Roles in Inclusive Schools Collaborative Teams Co-Teaching Collaborative Consultation Students as Collaborators: Peer Assistance in Inclusive Classrooms and Schools The Peer Buddy Program Summary Putting It All Together Strategy 11.1: Key Components of Effective Collaboration Strategy 11.2: Communication Skills and Successful Collaboration Strategy 11.3: Teacher Assistance Teams Strategy 11.4: Co-Teaching Strategy 11.5: Working with Paraeducators Strategy 11.6: Working with Families: Home-School Connection Strategy 11.7: Peer Buddies Chapter 12: Formal Plans and Planning for Differentiated Instruction Perspectives on Planning Introduction Response-to-Intervention Plans Individualized Education Programs Section 504 Plans Behavior Intervention Plans Planning for Differentiated Instruction Getting to Know Your Standards Level-1 Planning: Identifying Students' Learning Needs Level-2 Planning: Preparing for Daily Instruction Level 3: Interactive Planning During Instruction Monitoring Student Progress Grading Students with Disabilities Arranging the Classroom for Inclusion Summary Putting It All Together Strategy 12.1: Contributing to Individualized Educational Programs Strategy 12.2: Procedures for Developing a 504 Plan Strategy 12.3: Planning for Differentiated Instruction Strategy 12. 4: Identifying Instructional Needs for Students with Disabilities or Special Needs in General Education Classrooms Strategy 12. 5: Planning for Basic Skills Instruction in an Inclusive Classroom Strategy 12.6: Planning for Academic Content Instruction in an Inclusive Classroom Strategy 12.7: Using Curriculum-Based Measures to Measure Student Academic Progress Strategy 12.8: Procedures for Developing a Personalized Grading Plan Chapter 13: Effective Instruction in Elementary Inclusive Classrooms: Teaching Reading, Writing, and Mathematics Perspectives on Effective Instruction Introduction Effective Instruction in an Inclusive Classroom: What to Expect Principles and Practices to Support Effective Instruction Effective Instruction: Teacher Behaviors in Delivering Instruction Grouping Students to Support the Delivery of Effective Instruction Individual Tutoring Peer Tutoring Effective Instruction in Reading, Writing, and Mathematics Reading Instruction Writing Instruction Mathematics Instruction Summary Putting It All Together Strategy 13.1: Success for All Strategy 13.2: Cooperative Learning Strategy 13.3: Reading Recovery Strategy 13.4: Peer-Assisted Learning Strategies Strategy 13.5: Beginning Reading: Tiers of Instruction and Response to Intervention Strategy 13.6: Self-Regulated Strategy Development and Writing Instruction Strategy 13.7: Cognitive Strategy Instruction for Teaching Math Problem Solving Chapter 14: Teaching Students in Secondary Content Areas Perspectives on Teaching Secondary Content to Students with Disabilities Introduction Content Learning Differences: What to Expect Prerequisites for Inclusive Content-Area Instruction Understanding Curriculum Working Collaboratively Models and Approaches for Inclusive Content-Area Instruction Universal Design for Learning Direct Instruction Guided Discovery Learning Cooperative Learning Learning Strategies Content Enhancements Content Survival Strategies Content-Area Reading Note Taking Test Taking Time and Assignment Management Content-Area Instruction for Students with Severe Disabilities Summary Putting It All Together Strategy 14.1: Content Enhancements: Unit and Lesson Organizers Strategy 14.2: Improving Expository Writing Across Content-Area Classes Strategy 14.3: Mnemonic Strategies Strategy 14.4: Content-Area Reading Strategy 14.5: Developing and Supporting Note Taking Strategy 14.6: Developing Effective Test Taking Chapter 15: Effective Practices for All Students: Classroom Management Perspectives on Classroom Management Introduction Student Behavior: What to Expect Behavior Management Readiness Classroom Organization Effective Instruction A Climate of Care and Respect Addressing Student Behavior: Tiered Management Universal Inclusive Practice and Supports Targeted Interventions Functional Behavioral Assessment Behavior Intervention Plans Wraparound Supports Summary Putting It All Together Strategy 15.1: Developing and Maintaining Rules and Procedures Strategy 15.2: Surface Management Techniques Strategy 15.3: Developing Consequences and Delivering Them with Consistency Strategy 15.4: Defusing Confrontations and Responding to Dangerous Behavior Strategy 15.5: Check-In, Connect, Check-Out Systems Strategy 15.6: Behavioral Contracts Strategy 15.7: Function-Based Thinking, Functional Behavior Assessments, and Behavior Intervention Plans Strategy 15.8: Direct Teaching of Social Skills: Social Stories Chapter 16: Using Technology to Enhance Inclusion Perspectives on Using Technology to Enhance Inclusion Introduction Educational Technology Use of Educational Technology in General Education Classrooms Using Educational Technology to Facilitate Inclusion What You Can Expect from Educational Technology Assistive Technology AT Devices to Support Academic Activities Augmentative and Alternative Communication Devices Personal Digital Assistants AT Devices for Daily Living How Effective Is Assistive Technology? Universal Design for Learning Principles of UDL Applying UDL Principles Example of the Effectiveness of UDL Applications Summary Putting It All Together Strategy 16.1: Teaching Students to Use Educational Technology Programs Strategy 16.2: Using READ 180 in the Classroom Strategy 16.3: Using the Computer Game PLATO (R) Achieve Now on PSP (R) (Mathematics) to Improve Students' Homework Performance Strategy 16.4: Evaluating Educational Technology Strategy 16.5: A Decision-Making Process for Selecting Assistive Technology Devices Strategy 16.6: Using Word Processing and Related Software to Support Student Writing Strategy 16.7: Teaching Students with Disabilities to Use Calculators Strategy 16.8: Supporting Students Who Use AAC Devices Strategy 16.9: Supporting Students Who Use Motorized Wheelchairs

by "Nielsen BookData"

Details

• NCID: BB02125030
• ISBN:
  • 9780135154038
• LCCN: 2009011693
• Country Code: us
• Title Language Code: eng
• Text Language Code: eng
• Place of Publication: Boston
• Pages/Volumes: xxv, 484 p.
• Size: 28 cm
• Classification:
  • LCC : LC1201
  • DC22 : 371.9/046
• Subject Headings:
  • LCSH : Inclusive education -- United States
  • LCSH : Special Education -- United States
  • LCSH : Children with disabilities -- Education -- United States
  • LCSH : Mainstreaming in education -- United States