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Features Preface 1. The Foundation for Educating Students with Special Needs Learner Objectives Key Terms and Concepts What Key Terms and Concepts Define Special Education? Least Restrictive Environment Mainstreaming Inclusive Practices How Did Today’s Special Education Services Come to Exist? The Development of Education for Students with Disabilities The Impact of the Civil Rights Movement on Special Education The Legislative Basis for Contemporary Special Education What Are Current Perspectives on Inclusive Practices? A Problem of Definition Perceptions of School Professionals Perceptions of Parents Student Outcomes Putting the Pieces Together Who Receives Special Education and Other Special Services? Categories of Disability in Federal Law Cross-Categorical Approaches to Special Education Other Students with Special Needs Summary Applications in Teaching Practice: Understanding Contemporary Special Education Practices Working the Standards Further Readings 2. Special Education Procedures and Services Learner Objectives Key Terms and Concepts Who Are the Professionals in Special Education? General Education Teachers Special Education Teachers Other Specialists and Related Service Providers How Can You Decide Whether a Student Need Might Be a Disability? Analyze Unmet Needs Communicate Your Observations and Try Your Own Interventions How Do Students Obtain Special Services? Initial Consideration of Student Problems The Special Education Referral and Assessment Process Decision Making for Special Services Monitoring Special Education Services What Is an Individualized Education Program? Required Components of an IEP The Value of IEPs What Services Do Students with Disabilities Receive? Special Education and Related Services Student Placement Summary Applications in Teaching Practice: A Visit to an MDT Meeting Working the Standards Further Readings 3. Building Partnerships through Collaboration Learner Objectives Key Terms and Concepts What Are the Basics of Collaboration? Characteristics of Collaboration Prerequisites for Collaboration What Are Effective Applications of Collaboration in Schools That Foster Inclusion? Shared Problem Solving Co-Teaching Working on a Team Consultation How Can You Work Effectively with Parents? Understanding the Perspective of Family Members Parents’ Reactions to Their Child’s Disability Family-Centered Practices Collaborating with Parents How Can You Work Effectively with Paraprofessionals? Understanding Your Working Relationship with Paraprofessionals Collaborating with Paraprofessionals Summary Applications in Teaching Practice: Collaboration in the Washington Working the Standards Further Readings 4. Assessing Student Needs Learner Objectives Key Terms and Concepts How Do Your Student Assessments Contribute to Special Education Decisions? Screening Diagnosis Program Placement Curriculum Placement Instructional Evaluation Program Evaluation What Information Sources Are Used in Programming for Students with Special Needs? High-Stakes Achievement Tests Standardized Achievement Tests Psychological Tests Alternate Assessments Curriculum-Based Assessments What Kinds of Curriculum-Based Assessments Can You Create for Your Students? Probes of Basic Academic Skills Content-Area Assessments How Are Curriculum-Based Probes Used to Make Special Education Decisions? Peer Comparison in Screening Fluency and Accuracy in Diagnosis Skill Mastery and Curriculum Placement Monitoring Student Progress and Instructional Evaluation Summary Applications in Teaching Practice: Collecting and Using Assessment Working the Standards Further Readings 5. Planning Instruction by Analyzing Classroom and Student Needs Learner Objectives Key Terms and Concepts How Can the INCLUDE Strategy Help You Make Reasonable Adaptations 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 Adaptations Step 6: Decide Which Adaptations to Implement Step 7: Evaluate Student Progress How Is an Inclusive Classroom Organized? Physical Organization Routines for Classroom Business Classroom Climate Classroom Rules Monitoring The Use of Time How Can You Group All Your Students for Instruction in Inclusive Classrooms? Whole-Class or Large-Group Instruction Small-Group Instruction One-to-One Instruction How Can You Evaluate Instructional Materials for Inclusive Classrooms? Textbooks Manipulatives and Models Technology How Can You Analyze Instructional Methods in Relation to Student Needs? Elements of Direct Instruction Indirect Methods of Instruction Scaffolding Independent Student Practice Evaluation of Student Performance Summary Applications in Teaching Practice: Planning Adaptations in the Instructional Environment Working the Standards Further Readings 6. Students with Low-Incidence Disabilities Learner Objectives Key Terms and Concepts What Are Low-Incidence Disabilities? What Accommodations Can You Make for Students with Moderate, Severe, or Multiple Disabilities? Students with Moderate to Severe Intellectual Disabilities Accommodations for Students with Moderate to Severe Intellectual Disabilities Students with Multiple Disabilities Deaf-Blindness What Accommodations Can You Make for Students with Sensory Impairments? Students with Visual Impairments Students with Hearing Loss Accommodations 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? Orthopedic Impairments Other Health Impairments Traumatic Brain Injury What Accommodations Can You Make for Students with Autism Spectrum Disorders? Characteristics of Students with Autism Spectrum Disorders Accommodations for Students with Autism Spectrum Disorders Summary Applications in Teaching Practice: Planning Adaptations for Students with Low-Incidence Disabilities Working the Standards Further Readings 7. Students with High-Incidence Disabilities Learner Objectives Key Terms and Concepts What Are High-Incidence Disabilities? What Accommodations Can You Make for Students with Communication Disorders? Understanding Speech Problems Understanding Language Problems Accommodations for Students with Communication Disorders What Are the Academic Needs of Students with Learning and Behavioral Disabilities? Reading Skills Written Language Skills Math Skills Learning Skills What Are the Social and Emotional Needs of Students with Learning and Behavioral Interpersonal Skills Personal and Psychological Adjustment What Accommodations Can You Make for Students with Learning and Behavioral Addressing Academic Needs Addressing Social and Emotional Needs Summary Applications in Teaching Practice: Using the INCLUDE Strategy with Students with High-Incidence Disabilities Working the Standards Further Readings 8. Other Students with Special Needs Learner Objectives Key Terms and Concepts Which Students Are Protected by Section 504? Understanding Section 504 Section 504 and Students with Medical and Health Needs How Can You Accommodate Students with Attention Deficit—Hyperactivity Disorder (ADHD)? Characteristics and Needs of Students with Attention Deficit—Hyperactivity Disorder Interventions for Students with Attention Deficit—Hyperactivity Disorder Families of Children with Attention Deficit—Hyperactivity Disorder How Can You Accommodate Students Who Are Gifted and Talented? Characteristics and Needs of Students Who Are Gifted and Talented Cognitive Abilities and Academic Skills Interventions for Students Who Are Gifted and Talented What Are the Needs of Students from Culturally Diverse Backgrounds? Diversity and Special Education Cultural Awareness Families and Diversity Multicultural and Bilingual Education How Can You Meet the Needs of Students Who Are at Risk? Characteristics and Needs of Students at Risk Interventions for Students at Risk Summary Applications in Teaching Practice: Diversity in a High School Class Working the Standards Further Readings 9. Instructional Adaptations Learner Objectives Key Terms and Concepts How Can You Make Accommodations for Students with Special Needs in Basic Skills Instruction? Teaching Preskills Selecting and Sequencing Examples Deciding the Rate of Introduction of New Skills Providing Direct Instruction and Opportunities for Practice and Review How Can You Make Accommodations for Students with Special Needs When Teaching Subject-Area Content? Activating Background Knowledge Organizing Content Teaching Terms and Concepts How Can You Improve Clarity in Written and Oral Communication? Clarity in Written Communication Clarity in Oral Communication How Can You Involve Parents in Teaching Their Children? What Adaptations Can You Make to Help Students Adapting Seatwork Assignments Providing Feedback on Independent Practice Activities Adapting Homework Assignments Involving Parents in the Homework Process Making Instructional Modifications for Students with Moderate to Severe Disabilities Summary Applications in Teaching Practice: Developing a Repertoire of Instructional Adaptations Working the Standards Further Readings 10. Strategies for Independent Learning Learner Objectives Key Terms and Concepts How Can You Encourage Student Self-Awareness and Self-Advocacy? How Can You Effectively Teach Independent Learning Strategies in Class? Assessing Current Strategy Use Clarifying Expectations Demonstrating Strategy Use Encouraging Students to Memorize Strategy Steps Providing Guided and Independent Practice Administering Posttests What Are Some Examples of Successful Learning Strategies? Word Identification and Reading Fluency Strategies Vocabulary Strategies Reading Comprehension Strategies Listening and Note-Taking Strategies Writing Strategies Strategies for Using Technology to Improve Student Writing Strategies for Problem Solving in Math Strategies for Managing Time and Resources How Can Students Learn to Use Strategies Independently? Self-Instruction Self-Monitoring Self-Questioning Self-Reinforcement Summary Applications in Teaching Practice: Designing Strategies for Independence Working the Standards Further Readings 11. Evaluating Student Learning Learner Objectives Key Terms and Concepts How Can Classroom Tests Be Adapted for Students with Special Needs? Adaptations before the Test Adaptations during the Test Adaptations after the Test How Can Report Card Grades Be Adapted for Students with Special Needs? Changes to Letter and Number Grades Making Grading Adaptations for Students with Disabilities How Can Performance-Based Assessment Benefit Students with Special Needs? How Can Portfolio Assessment Benefit Students with Special Needs? Summary Applications in Teaching Practice: Adapting Evaluations for Students with Special Needs Working the Standards Further Readings 12. Responding to Student Behavior Learner Objectives Key Terms and Concepts What Are Positive Behavioral Interventions and Supports? How Can You Prevent Discipline Problems? Instructional Environments Conducive to Learning Effective Classroom Communication Effective Teaching Methods Schoolwide Strategies How Can You Promote Positive Group Behavior? Token Economy Other Peer-Mediated Approaches What Are Effective Strategies for Responding to Minor Individual Behaviors? Use Minimum Interventions Manage Students’ Surface Behaviors How Can Functional Behavior Assessment Help You Respond to Serious Individual Behaviors? Rationale for Functional Behavior Assessment Verifying the Seriousness of the Problem Defining the Problem Behavior Collecting Data to Better Understand the Behavior Analyzing the Data and Forming Hypotheses Developing a Behavior Intervention Plan Implementing the Plan Monitoring the Plan’s Effectiveness What Are Effective Strategies for Responding to Serious Individual Behaviors? Increasing Desirable Behaviors Decreasing Undesirable Behaviors Using Behavior Contracts How Can You Help Students Manage Their Own Behavior? Cognitive Behavior Management Strategies Teaching Cognitive Behavior Management Strategies Summary Applications in Teaching Practice: Developing Strategies for Responding to Individual Student Behavior Working the Standards Further Readings 13. Building Social Relationships Learner Objectives Key Terms and Concepts What Is Your Role in Promoting Positive Social Interactions among Students with and without Creating Opportunities for Social Interactions Nurturing Support and Friendship Providing Positive Role Models How Can You Provide Education about Individuals with Disabilities? Informing through Direct Instruction Using Video and Print Media Demonstrating and Using Adaptive Technology How Can You Develop and Support Peer Tutoring? Developing Peer Tutoring Programs Supporting Peer Tutoring Programs How Can You Use Cooperative Learning Strategies to Facilitate Social Inclusion? The Rationale for Cooperative Learning Characteristics of Cooperative Learning Approaches Developing Cooperative Learning Programs How Can You Help Students with Disabilities Improve Their Social Skills? Using Informal Instruction Using Behavioral Interventions Using Social Skills Training Programs Final Thoughts About Inclusion and the INCLUDE Strategy Summary Applications in Teaching Practice: Planning for Promoting Positive Peer Working the Standards Further Readings Glossary References Name Index Subject Index Table of Contents
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Get Including Students with Special Needs: A Practical Guide for Classroom Teachers, 4th Edition by Marilyn Friend, The University of North Carolina at Greensboro William D. Bursuck, The University of North Carolina at Greensboro
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