Allyn & Bacon / Merrill

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Teaching Students with Special Needs in Inclusive Settings, 5/E
Tom E.C. Smith, University of Arkansas
Edward A. Polloway, Lynchburg College
James M. Patton, College of William & Mary
Carol A. Dowdy, University of Alabama, Birmingham

ISBN-10: 0205530575
ISBN-13: 9780205530571

Publisher: Merrill
Copyright: 2008
Format: Paper; 640 pp
Published: 03/02/2007

Suggested retail price: $112.00
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Help teachers meet their students’ “big picture” goals through daily proven practices.

 

This bestselling text provides pre-service teachers in both general and special education programs the knowledge, skills, and strategies they need to effectively include students with special needs in every classroom and to provide appropriate instruction for every student.

 

From an authoritative team of experienced and widely-published special educators, Teaching Students with Special Needs in Inclusive Settings, Fifth Edition, focuses on real students in real classrooms and the instructional practices that evidence suggests will prove most effective for them.  Separate chapters explore the history and characteristics of disabilities such as autism spectrum disorders, ADHD, learning disabilities, and less frequently seen challenges like severe physical disabilities, and go on to provide clear, comprehensive guidance for teachers who work with students of varying abilities and learning challenges in their classrooms.  The highlighting of the IEP process throughout the book prepares teachers to engage meaningfully in the IEP process, reminds them of the individualities among all students, and helps them see the “big picture” of how a teacher’s daily curricular modifications and instructional adaptations help her student with disabilities meet important learning goals.

  • Use of the IEP process as a recurring illustrative device allows readers to follow a student with a disability in each categorical chapter from an opening scenario that introduces that student, through the student’s IEP goals and objectives, and then in Tips for Adapting Instruction for that student. 
  • Separate, in-depth chapters look at specific disabilities–their history, characteristics, and causes–and then provide detailed, specific ways to adapt instruction to ensure effective learning for all students.
  • Unique chapters on working with special needs students in elementary (Ch. 14) and secondary (Ch. 15) classrooms offer specific guidance for age-appropriate adaptations for special needs students in general education classrooms.
  • Diversity Forumsin each chapter, new or completely revised for this edition, reflect the complexities of race, ethnicity, gender, and economic status as they interact with special needs, and what this interaction means for teachers.
  • IEP Appendices present complete sample IEPs for an elementary school student and for a secondary student, with running “Take Note” margin notes that point out central concepts.
  • A wealth of special features highlight:  personal stories of teachers, students and administrators (Personal Spotlight); technological adaptations (Technology Today); and the legal issues involved in  working with students with special needs (Rights and Responsibilities).
  • Marginal notes include practical Teaching Tips, Consider This (opportunities for reflection), and Cross References to other parts of the text.

  • Fully reflects IDEA 2004 Laws and Regs and No Child Left Behind. 
  • New chapter on Autism(Ch. 9) provides substantially more information on all topics related to autism including, but not limited to: characteristics, diagnosis, causing, educational strategies, Asperger syndrome and the use of drug treatments in response to ASD. 
  • New coverage of Response to Intervention (RTI) includes an introduction to the concept and its role in the identification process, particularly as it concerns the criteria for identifying students with learning disabilities.  (Chs. 4 and 5) 
  • Discussion of all low-incident disabilities is now consolidated into one chapter.  (Ch 10) 
  • Significant new tables that provide a summary of validated practices for key academic areas including reading recognition, reading comprehension, mathematics, writing, and social skills acquisition. (Ch. 15) 
  • Evidence-Based Practiceboxes offer specific instructional strategies, supported by research, for students with a wide variety of disabilities and special needs. 
  • Marginal icons correlate chapter content to CEC and INTASC Standards and PRAXIS ll topics, providing a clear guide in an environment that is becoming more and more standards-based.  
  • Questions to Reconsiderat the end of each chapter invite readers to revisit the student profiled throughout the chapter and to answer the opening questions based on what they have learned in the chapter.

Chapter 1 Inclusive Education: An Introduction

Questions to Consider

History of Education for Students with Disabilities

Defining Students with Special Needs

Students with Disabilities Served under IDEA 

Students Eligible for Section 504 and the ADA

Students Classified as Gifted and Talented

Students At Risk for School Problems

Current Services for Students with Special Needs

Actions Leading to Inclusion of Students with Disabilities

  PERSONAL SPOTLIGHT: A Principal’s Perspective on Education

  DIVERSITY FORUM: Inclusive Education in an Era of Accountability: Counting Each and All

PL 94-142/ IDEA

Section 504 and the Americans with Disabilities Act

  RIGHTS AND RESPONSIBILITIES: Comparison of IDEA, Section 504, and ADA

Where Should Students with Disabilities Be Educated?

The Special Education Classroom Approach 22

The Resource Room Model

Inclusive Education Programs

  TECHNOLOGY TODAY: Software Suggestions

Conclusions Concerning Where Students with Disabilities Should Be Educated

Philosophical and Ethical Issues in Special Education

Summary

Questions to Reconsider

Further Readings

MyLabSchool Assignment


Chapter 2 Effective Inclusion Practices and Professional Collaboration

Questions to Consider

Accepting Diversity

Perceptions of Inclusion

  RIGHTS AND RESPONSIBILITIES: Where Does General Education Stop and Special Education

Begin?

Critical Dimensions of Inclusive Classrooms

Sense of Community and Social Acceptance

Appreciation of Student Diversity

Attention to Curricular Needs

Effective Management and Instruction

  DIVERSITY FORUM: Planning as a Team, Learning Together

  EVIDENCE-BASED PRACTICE: Music and Art Activities to Promote Friendships

  EVIDENCE-BASED PRACTICE: Practices to Improve Reading Skills: PALS and Modified PALS

  TECHNOLOGY TODAY: Web Resources on Inclusion and Disability

Personnel Support and Collaboration

Professional Collaboration

Collaboration-Consultation

Co-Teaching

  PERSONAL SPOTLIGHT: Inclusion from a First Grade Teacher’s Perspective

Using Paraprofessionals

  EVIDENCE-BASED PRACTICE: Increasing Peer Interactions for Students with Severe Disabilities through Training for Paraprofessionals

Creating and Maintaining Inclusive Classrooms

Preparing Staff for Inclusion

Preparing Students for Inclusion

Maintaining Effective Inclusive Classrooms

Planning for Successful Inclusion One Student at a Time

Summary

Questions to Reconsider

Further Readings

MyLabSchool Assignment


Chapter 3 Home—School Collaboration: Working with Families

Questions to Consider

The Family

Cultural Considerations

Families and Children with Disabilities

Parents’ Views on Inclusion

  PERSONAL SPOTLIGHT: A Mother’s Perspective

Involvement of Fathers

  TECHNOLOGY TODAY: Websites for Families of Children with Disabilities

Involvement of Siblings

  EVIDENCE-BASED PRACTICE: Parent-Delivered Interventions

Parent Education

Home-School Collaboration

  RIGHTS AND RESPONSIBILITIES: Recommendations for Parental Involvement

Communicating with Parents

  DIVERSITY FORUM: Working Toward Cultural Reciprocity

Home-Based Intervention

Providing Reinforcement and Encouragement

Providing Instructional Support

Providing Homework Support

Final Thoughts

Summary

Questions to Reconsider

Further Readings

MyLabSchool Assignment


Chapter 4 Identifying and Programming for Student Needs

Questions to Consider

  RIGHTS AND RESPONSIBILITIES: IDEA 2004

Prereferral Intervention

The Special Education Process

Formal Referral

Determination of Eligibility

Individualized Education Program

  PERSONAL SPOTLIGHT: First Year Special Education Teacher

Behavioral Intervention Planning

Transition Services

Assistive Technology

Extended School Year Services

Annual Assessment of IEP and Reevaluation

Individualized Family Service Plan

Section 504 Eligibility and Planning

Eligibility 118 • Reasonable Accommodations

  TECHNOLOGY TODAY: Technological Applications in the Special Education Process

Role of the General Education Teacher in Section 504 Activities

Assessment Practices throughout the Special Education Process

Purpose of Assessment

  DIVERSITY FORUM: Looking Beyond Model Minority Stereotypes: Asian American Struggling

Learners

Approaches to Assessment

Legal Requirements for Assessment

Issues of Bias in Assessment

Role of the General Education Teacher in Assessment

Final Thoughts

Summary

Questions to Reconsider

Further Readings

MyLabSchool Assignment


Chapter 5 Teaching Students with Learning Disabilities

Questions to Consider

Basic Concepts about Learning Disabilities

Learning Disabilities Defined

Prevalence and Causes of Learning Disabilities

Characteristics of Students with Learning Disabilities

Identification, Assessment, and Eligibility 

Cultural and Linguistic Diversity

  DIVERSITY FORUM: What Is Evidence-Based Practice for Teaching Reading to Middle School English Language Learners with LD?

Strategies for Curriculum and Instruction for Students with Learning Disabilities

Evidence-Based Approaches

  EVIDENCE-BASED PRACTICE: Evidence-Based Instruction: Sound Blending

  IEP Goals and Objectives for Emmanuel

  EVIDENCE-BASED PRACTICE: Main Idea and Phonics Activities

  EVIDENCE-BASED PRACTICE: Part-by-Part Decoding Instruction when Preteaching Content

Area Words

Controversial Approaches

  PERSONAL SPOTLIGHT: A Family History of Learning Disabilities

Classroom Modifications for Students with Learning Disabilities

  RIGHTS AND RESPONSIBILITIES: Examples of Accommodations and Modifications for

Assessment

Academic and Language Deficits

  TECHNOLOGY TODAY: J.T.’s Writing Samples–Before and After

Socio-Emotional Problems 171 • Cognitive Differences

  Tips for Adapting a Lesson for Emmanuel

Promoting Inclusive Practices for Students with Learning Disabilities

Summary

Questions to Reconsider

Further Readings

MyLabSchool Assignment


Chapter 6 Teaching Students with Emotional and Behavioral Disorders

Questions to Consider

Basic Concepts about Emotional and Behavioral Disorders

Emotional and Behavioral Disorders Defined

Classification of Emotional and Behavioral Disorders

Prevalence of Emotional and Behavioral Disorders

Causation and Risk Factors

Characteristics of Students with Emotional and Behavioral Disorders

Social and Behavioral Problems

Depression

Language Development

Academic Achievement

Postsecondary and Adult Outcomes

Identification, Assessment, and Eligibility

Functional Behavioral Assessment

Manifestation of the Disability

Strategies and Adaptations in Curriculum and Instruction

  RIGHTS AND RESPONSIBILITIES: Manifestation Determination Model

Educational Placements

  EVIDENCE-BASED PRACTICE: First Step to Success: A Preventive Program for Behaviorally At-Risk Children (K—2)

  PERSONAL SPOTLIGHT: Middle School Principal

Special Curricular Needs

Effective Instruction

Physical Adaptations

  IEP Goals and Objectives for Travis

Strategies for Behavioral Change

  Tips for Adapting a Lesson for Travis

  DIVERSITY FORUM: Teaching Students with Emotional/Behavioral Disorders–Disproportionate

Representation: Is There a Problem?

Wraparound Services

  PERSONAL SPOTLIGHT: School-Based Wraparound: Jake’s Story

Medication

Promoting Inclusive Practices

Community and Social Acceptance

Supports for General Education Teachers

  TECHNOLOGY TODAY: What Kinds of Assistive Technology Are Available?

Technology

Summary

Questions to Reconsider

Further Readings

MyLabSchool Assignment


Chapter 7 Teaching Students with Intellectual Disabilities/Mental Retardation

Questions to Consider

Basic Concepts about Mental Retardation

Terminology

Definitions

Classification

  RIGHTS AND RESPONSIBILITIES: Mental Retardation and the Criminal Justice System: Atkins v. Virginia (2002)

  DIVERSITY FORUM: Cultural Contexts of Developmentally Appropriate Curriculum

Prevalence

Causes

Characteristics

Identification, Assessment, and Placement

  PERSONAL SPOTLIGHT: J. David Smith: Understanding Montgomery

Transition Considerations

Strategies for Curriculum and Instruction

Challenges for General Education

Considerations for Inclusion

  IEP Goals and Objectives for Jason

  Tips for Adapting a Lesson for Jason

Classroom Adaptations

  TECHNOLOGY TODAY: Assistive Technology: Enhancing Quality of Life

Promoting Inclusive Practices

Final Thoughts

  EVIDENCE-BASED PRACTICE: Circles of Friends in Schools

Summary

Questions to Reconsider

Further Readings

MyLabSchool Assignment


Chapter 8 Teaching Students with Attention Deficit/Hyperactivity Disorder

Questions to Consider

Basic Concepts about ADHD

ADHD Defined

Prevalence and Causes of ADHD

Characteristics of

Students with ADHD

Identification, Assessment, and Eligibility

  RIGHTS AND RESPONSIBILITIES: Parent Rights Under Section 504

Cultural and Linguistic Diversity

Strategies for Curriculum and Instruction for Students with ADHD

Continuum-of-Placement Options

Developing Educational Plans

The Role of Medication

  DIVERSITY FORUM: Alternatives to Medication as Intervention

Classroom Adaptations for Students with ADHD

Managing the Classroom Environment

  PERSONAL SPOTLIGHT: Growing Up with ADHD

Making Instructional Adaptations

  TECHNOLOGY TODAY: Web Tools for Lesson Plans

Developing Student-Regulated Strategies

  Tips for Adapting a Lesson for Jake

Promoting Inclusive Practices for ADHD

Community-Building Skills for Teachers

Resources for Developing Awareness in Peers 271

Collaborating with Parents of Students with ADHD

Summary

Questions to Reconsider

Further Readings

MyLabSchool Assignment


Chapter 9 Teaching Students with Autism Spectrum Disorders

Questions to Consider

Basic Concepts about Autism

Brief History

Defining Autism

Identification of Children with ASD

Causes of ASD

  RIGHTS AND RESPONSIBILITIES: Selected Court Decisions Related to Interventions and Treatment Programs for Students with ASD

Prevalence

Characteristics of Individuals with ASD

Behavioral Patterns

Academic, Linguistic, and Cognitive Considerations

Gender and Ethnicity

Rett Syndrome

Strategies for Curriculum and Instruction

Placement Patterns

  DIVERSITY FORUM: ASD and Multiculturalism

Educational Interventions

  EVIDENCE-BASED PRACTICE: Appropriate Adaptations for Students with ASD

Educational Outcomes

Medical Interventions

  TECHNOLOGY TODAY: Computerized Activity Schedules and Video Modeling

Controversial Interventions

Promoting Inclusion

  PERSONAL SPOTLIGHT: A Professional’s Opinion on Inclusion

  EVIDENCE-BASED PRACTICE: Teaching Self-Management Skills

Special Considerations: AS

  IEP Goals and Objectives for Cody

  Tips for Adapting a Lesson for Cody

Concluding Thoughts

Summary

Questions to Reconsider

Further Readings

MyLabSchool Assignment


Chapter 10 Teaching Students with Low-Incidence Disabilities: Sensory Impairments, Traumatic Brain Injury, and Other Severe Disabilities

Questions to Consider

An Overview of Sensory Impairments

Basic Concepts about Hearing Impairment

Hearing Impairment Defined 

Classification of Hearing Impairment

Prevalence and Causes of Hearing Impairment 

Characteristics of Students with Hearing Impairment 

Identification, Assessment, and Eligibility

Strategies for Curriculum and Instruction for Students with Hearing Impairments

Realities of the General Education Classroom

Classroom Adaptations for Students with Hearing Impairments

  IEP Goals and Objectives for Manuel

Management Considerations for Students with Hearing Impairments

  Tips for Adapting a Lesson for Manuel

Curricular and Instructional Considerations

  DIVERSITY FORUM: Language, Communication, and Multiple Cultural Identities

Social-Emotional Considerations 

Technology

Tips for Adapting a Lesson for Manuel

Promoting Inclusive Practices for Students with Hearing Impairments

Supports for the General Education Teacher

Basic Concepts about Visual Impairment

Visual Impairments Defined 

Classification of Visual Impairments

Prevalence and Causes of Visual Impairments 

Characteristics of Students with Visual Impairments 

Identification, Assessment, and Eligibility

Strategies for Curriculum and Instruction for Students with Visual Impairments

Realities of the General Education Classroom 

Continuum of Placement Options

Classroom Adaptations for Students with Visual Impairments

General Considerations

Management Considerations

  EVIDENCE-BASED PRACTICE: Physical Activity of Children with Visual Impairments

Curricular and Instructional Considerations  

Social-Emotional Considerations

• Technology

  TECHNOLOGY TODAY: Assisstive Technology

Promoting Inclusive Practices for Students with Visual Impairments

  RIGHTS AND RESPONSIBILITIES: Access to Instructional Materials

Supports for the General Education Teacher

Basic Concepts about Traumatic Brain Injury

Classroom Adaptations for Students with TBI

Orthopedic and Health Impairments

Low-Incidence Health Problems and Physical Disabilities

Asthma  

Childhood Cancer  

Cerebral Palsy

Cystic Fibrosis

  TECHNOLOGY TODAY: Schoolwide Assistive Technology Database Sample

Deaf-Blind

Diabetes

Epilepsy

HIV and AIDS

Muscular Dystrophy

Spina Bifida

Tourette Syndrome

Severe Cognitive Disabilities

  EVIDENCE-BASED PRACTICE: Interventions for Students with Tourette Syndrome

  EVIDENCE-BASED PRACTICE: Increasing Peer Interactions for Students with Severe Disabilities via Training for Paraprofessionals

  PERSONAL SPOTLIGHT: Teaching Students with Severe Disabilities

Summary

Questions to Reconsider

Further Readings

MyLabSchool Assignment


Chapter 11 Teaching Students with Communication Disorders

Questions to Consider

Basic Concepts about Communication Disorders

Communication and Communication Disorders Defined

Prevalence and Causes of Communication Disorders

Identification, Assessment, and Eligibility

Speech Disorders

  RIGHTS AND RESPONSIBILITIES: The Right to “Related Services” for Students with Speech

Impairments

Articulatory and Phonological Disorders

Voice Disorders

Fluency Disorders

Classroom Adaptations for Students with Speech Disorders

Build a Positive Classroom Climate

Help Students Learn to Monitor Their Own Speech

Pair Students for Practice

Tips for Adapting a Lesson for David

Teach Students Affirmations and Positive Self-Talk

Modify Instruction and Materials

Encourage Parents to Work with Their Children

Teach Students Their Own Strategies

Language Disorders

  IEP Goals and Objectives for David

Dimensions of Language

Types and Causes of Language Disorders

Indicators of Language Impairments

Classroom Adaptations for Students with Language Disorders

Teach Some Prerequisite Imitation Skills

Improve Comprehension in the Classroom

Give Students Opportunities for Facilitative Play

Encourage Students to Talk with Their Teachers and Peers

  EVIDENCE-BASED PRACTICE: Teaching Strategies to Help Problem Listeners in the Classroom

Use Naturalistic Techniques and Simulated Real-Life Activities to Increase Language Use

Encourage Students’ Conversational Skills through Story Reading

Use Music and Play Games to Improve Language

Arrange Your Classroom for Effective Interactions

  DIVERSITY FORUM: Language Disorder or Language Difference?

Use Challenging Games with Older Students

Modify Strategies to Develop Students’

Learning Tools

Work Collaboratively with the Speech-Language Pathologist

Use Story-Telling and Process Writing

Language Differences

Acquiring English as a Second Language

  PERSONAL SPOTLIGHT: Speech-Language Pathologist

Relationship between Communication Style and Culture

Multicultural Considerations in Assessment

Augmentative and Alternative Communications (AAC)

Facilitated Communication

Promoting Inclusive Practices for Students with Communication Disorders

  TECHNOLOGY TODAY: Developing an Effective Team Approach to Serve Students Using AAC in the Classroom

Future Trends

Summary

Questions to Reconsider

Further Reading

MyLabSchool Assignment


Chapter 12 Teaching Students with Special Gifts and Talents

Questions to Consider

Basic Concepts about Students with Special Gifts and Talents

“Gifted” Defined

Other Conceptualizations of Giftedness

Concept of Creativity

Prevalence and Origins of Giftedness

Characteristics of Students Who Are Gifted

  RIGHTS AND RESPONSIBILITIES: State Programs for Gifted Children

Identification, Assessment, and Eligibility

Diversity Issues

Strategies for Curriculum and Instruction for Students Who Are Gifted

  DIVERSITY FORUM: To Be Young, Gifted and. . .Different

Continuum-of-Placement Options

  EVIDENCE-BASED PRACTICE: Goals for Curricula of Gifted Children

Realities of the General Education Classroom

Approaches to Programming

Classroom Adaptations for Students Who Are Gifted

Management Considerations

Curricular and Instructional Considerations

  TECHNOLOGY TODAY: Websites That Offer Curriculum, Strategies, and Interventions

Social-Emotional Considerations

Promoting Inclusive Practices for Students Who Are Gifted

  PERSONAL SPOTLIGHT: Special Education Teacher

Classroom Climate

Addressing the Needs of Special Populations

Support for the General Education Teacher

Support for Parents and Families

Teacher Preparation and Professional Development

Final Thought

Summary

Questions to Reconsider

Further Readings

MyLabSchool Assignment


Chapter 13 Teaching Students Who Are At Risk

Questions to Consider

Basic Concepts about Students Who Are At Risk

“At Risk” Defined

Prevalence and Factors Related to Being At Risk

  DIVERSITY FORUM: Levels of Instructional Support for Diverse Students

Select At-Risk Groups

Students Who Grow Up in Poverty

Students Who Are Homeless

  PERSONAL SPOTLIGHT: School Counselor

Students in Single-Parent Homes

Students Who Experience Significant Losses

Students Who Are Abused and Neglected

Students Who Abuse Substances

Students Who Become Pregnant

Students Who Are Gay, Lesbian, Bisexual, or Transgendered

Students Who Are Delinquents

Strategies for Curriculum and Instruction for Students Who Are At Risk

  RIGHTS AND RESPONSIBILITIES: At-Risk Children’s Right to Nondiscriminatory Assessment

Characteristics of Effective Programs

Specific Strategies for Students At Risk

Final Thought

  EVIDENCE-BASED PRACTICE: Components of Effective Mentoring Programs for At-Risk Students

Summary

Questions to Reconsider

Further Readings

MyLabSchool Assignment


Chapter 14 Classroom Management and Organization

Questions to Consider

Basic Concepts about Classroom Management and Organization

Definition of Classroom Management and Organization

Comprehensive Model of Classroom Management

Guiding Principles

Cultural Considerations

Components of Effective Classroom Organization and Management

Psychosocial Dimension

Procedural Dimension

Physical Dimension

Behavioral Dimension

  DIVERSITY FORUM: Positive Behavior Supports through Culturally Responsive Social Skills

Curriculum

Instructional Dimension

  RIGHTS AND RESPONSIBILITIES: Disciplinary Issues and Federal Law

Organizational Dimension

  PERSONAL SPOTLIGHT: Third-Grade Teacher

  EVIDENCE-BASED PRACTICE: Collaboration: Ways to Involve Other Personnel in Management

Summary

Questions to Reconsider

Further Readings

MyLabSchool Assignment


Chapter 15 Teaching Students with Special Needs in Elementary Schools

Questions to Consider

General Curricular Considerations

Curricular Emphases

Reading Instruction

  EVIDENCE-BASED PRACTICE: Teaching Reading with Emphasis on Word Recognition

  EVIDENCE-BASED PRACTICE: Teaching Reading Comprehension

Writing

Mathematics

Social Skills Instruction

  EVIDENCE-BASED PRACTICE: Teaching Mathematics

Transitional Needs

  EVIDENCE-BASED PRACTICE: Teaching Writing Skills

  EVIDENCE-BASED PRACTICE: Teaching Social Skills

Instructional Strategies

Professional Collaboration

  PERSONAL SPOTLIGHT: Teacher Educator

Collaborative Learning

Instructional and Curricular Adaptations

Adaptations for Instructional Lessons

  Tips for Adapting an Elementary Lesson Plan

Cultural Diversity Considerations

  DIVERSITY FORUM: Scaffolding Learning for Diverse Students with Disabilities

  TECHNOLOGY TODAY: Virtual Technology in the Special Education Classroom

Adapting the Classroom Environment

Developing Effective Homework

Programs

Developing Responsive Grading Practices

  EVIDENCE-BASED PRACTICE: Effective Grading Practices

Summary

Further Readings

MyLabSchool Assignment


Chapter 16 Teaching Students with Special Needs in Secondary Schools

Questions to Consider

Jim’s IEP: Transition Components

Secondary School Curricula

Special Education Curriculum in Secondary Schools • Determining Curricular Needs of

Students

  RIGHTS AND RESPONSIBILITIES: Legal Requirements Related to Transition

  DIVERSITY FORUM: Planning for the Future: Self-Determination and Transition

Programs for Students in Secondary Schools

Roles of Personnel

Collaborative Role of the Special Education Teacher

  EVIDENCE-BASED PRACTICE: What Instructional Practices Are Best?

Methods to Facilitate Students’ Success in General Education Classes

Evidence-Based Teaching Strategies

  PERSONAL SPOTLIGHT: Student and Football Player

Adaptations: Accommodations and Modifications

Homework, Grading, and Testing

Study Skills and Learning Strategies

Summary

Questions to Reconsider

Further Readings

MyLabSchool Assignment

 

Appendix A: Sample IEP for an Elementary Student

Appendix B: Sample IEP for a Middle School Student

Appendix C: Sample IEP for a Secondary School Student

References

Name Index

Subject Index

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