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Teaching in Today's Inclusive Classrooms: A Universal
Design for Learning Approach 4th Edition Richard M.
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 All Learners and Equal Access

A Non-Categorical Approach
To serve as a model for creating inclusive classrooms for all students, this text
takes a non-categorical approach to content coverage. It is meant to facilitate
your development of a holistic approach to educating all of your students while
focusing on their individual strengths and challenges rather than on global dis-
ability characteristics. Thus, rather than separating content by disability category
or cultural and linguistic background–focusing on the differences that have been
used to segregate students from one another–the book approaches inclusion as
an ongoing, dynamic process.

UDL and YOU

Universal design for learning (UDL) requires flexibility in your practices so
they can be used to help promote learning for all students. This chapter feature
throughout the text guides you in understanding and implementing the prin-
ciples of universal design to help all learners access the general education cur-
riculum and succeed in inclusive classrooms.

Using Technology to Promote Inclusion

This feature in each chapter presents ideas, strategies, and resources for using
the latest instructional and assistive technology to help all of your students access
the general education curriculum and succeed in inclusive classrooms.

preface vii

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 Individual Strengths and
Challenges and Diversity
Effective inclusion involves sensitivity to and acceptance of individual strengths
and challenges as well as other types of student diversity. To emphasize this sec-
ond principle of the framework for inclusive education, throughout the text and
in important special features in every chapter you will find clear information on
developing this sensitivity and acceptance and using it to inform teaching that
benefits all students.

Three Complete Chapters

While this principle is discussed as appropriate throughout the text, three chap-
ters look specifically at the individual strengths and challenges and diversity of
students in inclusive classrooms, providing comprehensive guidance and effec-
tive practices for understanding, appreciating, and educating all students.

• Chapter 2: Understanding the Special Education Process is a new chap-

ter that introduces you to how the special education identification pro-
cess works including the prereferral and the Response-to-Intervention (RtI)
systems, the components of an Individualized Education Plan (IEP), and
Individualized Family Service Plan (IFSP), and Section 504 Accommodation
Plan, and the members of the multidisciplinary team.
• Chapter 3: Understanding the Educational Strengths and Challenges of
Students with Disabilities looks at the varied and unique strengths and chal-
lenges of students with high-incidence disabilities, low-incidence disabili-
ties, and those students who are gifted and talented and twice exceptional,
and practices for teaching these students effectively in inclusive classrooms.
• Chapter 4: Understanding the Educational Strengths and Challenges of
Students From Diverse Backgrounds examines recent economic and demo-
graphic shifts that affect students and schools, focuses attention on dis-
crimination, family and societal changes, and the specific strengths and
challenges associated with cultural and language differences and practices
for teaching these students effectively in inclusive classrooms.

IDEAs to Implement Inclusion

These features in every chapter offer practical examples of the application of
effective techniques in the book that help you create inclusive classrooms that
meet the challenges of the IDEA.

viii preface

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 Reflective, Universally Designed,
Culturally Responsive, Evidence-Based,
and Differentiated Practices
Effective teachers are reflective practitioners who are flexible, responsive, and
aware of and use differentiated, universally designed, culturally responsive, and
evidence-based practices and assistive and instructional technologies that accom-
modate students’ and challenges and to provide all students with meaningful
access to and progress in the general education curriculum. This book provides
scaffolds throughout its pages to help you become the kind of reflective practi-
tioner who differentiates instruction to benefit all students.
Four chapters on differentiated instruction in Part III: Differentiating
Instruction for All Students provide you with more details and examples on
using universally designed, culturally responsive and evidence-based prac-
tices and assistive and instructional technologies across the curriculum than
any other text in the market.

• Chapter 8: Differentiating Instruction for Diverse Learners

• Chapter 9: Differentiating Large- and Small-Group Instruction
• Chapter 10: Differentiating Reading, Writing, and Spelling Instruction
• Chapter 11: Differentiating Mathematics, Science, and Social Studies
Instruction

These four chapters are supplemented by two other chapters that also support
your use of differentiated instruction in your inclusive classrooms. Chapter 7
provides you with proven strategies for creating a classroom environment
that promotes positive behavior and Chapter 12 provides a range of formal
and informal assessment strategies you can use to collect and analyze data to
assess the impact of your instruction on your students and to inform your teach-
ing and all aspects of your inclusive classroom.

Enhancing and Documenting

Your Teaching Effectiveness
This new section in each chapter provides you with ways to demonstrate that you
are a highly effective and reflective educator of all students who is able to think
critically about your values and beliefs and routinely examine your practices for
self-improvement. It provides information, guidelines, and strategies that help
you make data-based instructional decisions so that you implement practices
that have evidence to support their use and create effective inclusive classrooms.

preface ix

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 Community and Collaboration
Effective inclusion is a group effort. It involves establishing a community based
on collaboration among educators, other professionals, students, families, and
community agencies. Throughout the text you will find background information
and specific guidance to help you establish a collaborative community to help
all students learn, and to foster transitions, self-determination, acceptance, and
friendships.

Two Chapters
• Chapter 5: Creating Collaborative Relationships and Fostering Communica-
tion examines the ways educators can work collaboratively, and discusses
opportunities to communicate effectively with families.
• Chapter 6: Fostering Transitions, Self-Determination, Acceptance, and
Friendships has been revised to emphasize research-based strategies and
ways educators, students, and families can collaborate to foster successful
transitions, self-determination in students, students’ acceptance of individ-
ual differences and diversity, and friendships among students.

Other Features
This text also provides several other features to foster your learning.

Reflective and connections margin notes are presented throughout

chapters. Reflective margin notes pose questions that ask you to reflect
on your personal experiences related to the material in the book. Connec-
tions margin notes guide you to additional information about a topic and
to understand the relationships among the practices, content, and exam-
ples presented in the chapters.
Chapter objectives at the beginning of every chapter serve to introduce
you to and help you understand what you will be reading and learning
about in the chapter.
Chapter summaries at the end of every chapter help you review and
identify the main points presented in the chapter.
Council for Exceptional Children (CEC) professional standards inte-
gration at the end of every chapter summary demonstrates where chapter
content aligns with the CEC professional standards, helping you make the
connections between what you are learning about and how it will guide
you in creating your effective inclusive classroom.

x preface

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 New Digital Pedagogical Features
The principles discussed above are further enhanced by new interactive digital
features. Designed for face-to-face and online courses, this digital text is rich in
elementary and secondary level classroom-based videos and examples, and inno-
vative online and differentiated learning experiences that guide you in applying
and reflecting on the content and customizing your learning. You can apply
and customize your learning by using the following digital features.

• On Demand Learning
Integrated throughout each chapter of the book, the new On Demand
Learning feature allows you to tailor and extend your learning by pro-
viding you with choices related Like allto video-
students, their and text-based
school performance can beresources
enhanced when of theyexem-
are
MAKING CONNECTIONS educated together in inclusive classrooms that value diversity, foster resiliency
plaryMAKING
and
Find research-based
out more CONNECTIONS
about multicultural practices,
and grit, and information,
employ culturally responsive,and perspectives
assessment data, usually in the form of norm-based curriculum-based mea-
differentiated, followed
research-based,
sures, are continuously collected over time and promptly analyzed to iden- and
education in Chapter 8.
by questions thathowcan
Find out more about guide
the RTI
model is being used to provide a
your
universally
tify
programs
studentsreflection
designed
for ready
whopractices and
are progressing
these students, you back
need to
application.
(Kahlenberg,
and 2013).
ready
to aestablish
forTherefore, Many
new instruction,
caring tier,
relationships
ofthem,
when designing
studentsthese
who are to transition less intensive and thosewith
students
On Demand learning
continuum of tiered schoolwide
positive behavioral interventions
experiences
communicate
who have are
high
not yet differentiated
expectations for them,
demonstrated recognize
mastery andsoand you
need build can
on choose
theiror
additional strengths,
revised to
and instruction
be aware of and Carter,
(Pool, address& the varied2013).
Johnson, societal factors that can hinder their
learnandmore about either success.
supports in Chapter 7.
content If you orplan applications
your inclusive classroom related to elementary
so it is based on a multicultural or
• Student thatidentification:
acknowledgesAssessment data are continually examined to identify
secondary level students,approach educators,
and those students their
accommodates andare
who
and incorporates
classrooms.
not benefitting
similarities
their different backgrounds,
and needand
and differences, more intensive
provides them
respects
evidence-
with the
basedthey
resources instruction.
need to achieve, you will find that teaching these students can be
an Tiered instruction:
• enjoyable, rewarding, A graduated series ofexperience
and empowering more intensive, high-quality
for you and yourclassroom,
students.
group, and individualized instruction and interventions are delivered to
students who need them. While the number of tiers varies, there are usually
Provide
three or afourMulticultural Education
tiers. Tiers are differentiated with respect to the research-based
interventions
Multicultural employed;
education the to
seeks sizehelp
of the instructional
educators groups; the
acknowledge andspecificity
understand of
the instructional goals and the content
the increasing diversity in society and in the classroom mastery levels; theand
frequency,
to see duration,
their stu-
and location dents’
of the instructional activities; the
diverse backgrounds nature that
as assets and frequency
can supportof progress
teaching
ON DEMAND Learning 4.9 monitoring; and student
the number and educational
learning ( J. Banks, 2014;expertise of the
Gollnick & of educators
Chinn, 2013;
involved (Mellard,
Nieto McKnight,
& Bode, 2012).& Jordan, 2010) (see
Although Figure 2.3).
originally focused on various
In this video, you’ll learn more about ways
• Decision-making racial,rules:
ethnic, andare
Rules language
establishedgroups,
that multicultural
guide educators education
in making has
to implement multicultural education.
instructionalexpanded
decisions to include the
regarding concerns about
efficacy socioeconomic
of the interventions status,
delivereddis-
based on studentability,progress
gender, national
monitoring origin,
data language
(e.g., the background,
intervention religion,
will be
changed after and sexual
three orientation.
consecutive data Therefore,
measurements multicultural education
that are below and
expecta-
inclusion
tions)are
and inextricably
placement linked
in tiersand share
(e.g., themany
studentof the
willsame
moveprinciples and edu-
to a different tier
cational
aftergoals. Both movements
four consecutive try to do the following:
data measurements of progress or lack of progress).
•• Collaboration:
Seek to provide Educators
access, work
equity,together
excellence,and and
sharehigh
rolesexpectations
and expertise. for In
all
addition
students.to receiving tier 1 services, students in tiers 2, 3, and 4 may also
• receive
Focus onthestudents’
services individual
of special, strengths
literacy, speech and language,
and challenges and bilingual
and diversity.
• or English-as-a-second-language
Involve the use of effective, culturally (ESL) educators.
responsive and reflective practices,
• Fidelity
UDL, and of effective interventions:
differentiated instruction Research-based
and assessment interventions
to support are and deliv-
docu-
• IRIS Center Modules ered
mentasstudent
intended.learning.
•• Consideration for special education: Students who
Recognize the importance of community, collaboration, and acceptance do not respond to theof
You also can customize, extend, and reflect on your learning related to
series of effective
individual interventions may be considered for identification as a
differences.
student with a disability (Boynton Hauerwas et al., 2013; L. S. Fuchs &
content within the chapters of this book by accessing the links to the
Fuchs, 2007; Hoover, 2013; Mellard et al., 2010; A. Peterson & Scala, 2012;
Promote
Pool et al., Acceptance
2013; G. D. Watson of&Diversity
Bellon-Harn, 2014).
IRIS Center modules. These
Although
online
the RTI
and been
modelofhas
interactive
initially
modules
used primarily
presentlevel
at the elementary
addi-
An important element multicultural education is promoting an acceptance of
tional content, information,
and and
focused
diversity.
across
on resources
Many literacy
studentsskills, about
models
may view whotopics
to implement
peers comeitfrom discussed
at the secondary
other andin
cultureslevel reli-the
and
gions,the curriculum
speak and to address
other languages, behavior
or have have
limited or been implemented
unlimited economic (Bemboom
resources
chapter using video-, audio-, and
&asMcMaster,
different, andtext-based
2013; Prewett
they mayetseldom learning
al., 2012; Saddler
interact activities.
& Asaro-Saddler,
with them because 2013; Each mod-
J. A.perceived
of their Wilson,
Faggella-Luby, & Wei, 2013). Concerns about the impact of RTI systems in nega-
ule also provides a summary of
impacting thethe content
identification presented
and education of and
differences. You can help students overcome these attitudes and help your
tively gifted and an assessment
talented
dents see their classmates’ differences as assets that support their learning by
stu-
students
that allows you to applywith
and
teaching reflect
disabilities
them about onbeen
also have
your
diversity learning.
raised (Yssel,
(Gollnick Adams,
& Chinn, Clarke,
2013; Tiedt&&Jones,
Tiedt, 2014).
When using RTI with your students from culturally and linguistically diverse
2010). With
these activities, you create an inclusive classroom that enhances the self-esteem
backgrounds,
and learning it is importantof for
performance all you to tailor
students it to theiryour
by affirming individual strengths,
students’ cultures,
challenges,
languages, and experiences
religions, (Sullivan, and
and experiences 2011). This means
helping thatathe
them gain interventions,
multicultural per-
assessments,
spective thatand points
allows themof reference
to identifyfor
andjudging
gain atheir progress
respect you use should
for underlying and obvi-be
culturally and linguistically
ous similarities responsive;
and differences considergroups
among various their experiential, educational,
and their classmates (Car-
cultural, and linguistic backgrounds;
tledge & Kourea, 2008; Nieto & Bode, 2012). address home and community factors; and
You can use be antibias
consistent with research-based
curricula practices understanding
to foster your students’ for working with and
The IRIS Center at Vanderbilt Universityappreciation
develops of these students
individual (Sanford,related
differences EsparzatoBrown, & Turner,gender,
race, language, 2012; Tho-
reli-
training enhancement materials for preservice and
gion, socioeconomicrius & Sullivan, 2013). (For guidelines for using a culturally,
status, and disability. Antibias curricula often include a lin-
practicing teachers. In this IRIS Center variety guistically,
module, of activities andstudents
to teach ecologically responsive
to be sensitiveRTIto process,
the needsseeofEsparza
others,
you’ll learn about the implementation of Response-
think critically, Brown
interact&with
Doolittle,
others,2008; Klingner a&positive
and develop Edwards, 2006; Rinaldi
self-identity based &
to-Intervention. Samson, 2008; Sanford et al., 2012.)

144 CHAPTER 4
42 CHAPTER 2

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M03_SALE1200_08_SE_CH02.indd 42 04/03/15 2:29 PM

preface xi

A01_SALE1200_08_SE_FM.indd 11 16/03/15 4:02 PM

 • eLearning Modules
Pearson’s eLearning modules are individual learning objects, self-contained
at the topic level. Each module is built around a single, practical and applied
learning outcome.
Modules include learning outcomes, presentations of concepts and
skills, opportunities to apply one’s understanding of those concepts and
skills, and assessments to check for understanding. The modules have three
main sections. The Learn section presents the essential information a learner
needs in order to meet the module’s learning outcome. The Apply section
includes exercises meant to give learners an opportunity to practice applying
this concept in a classroom context. And finally, the Assess section provides a
test to measure the learner’s understanding of material presented in the mod-
ule, as well the learner’s ability use this material in an instructional setting.
In the new edition, you will find:
• In Chapter 2, the module “Multi-Tier Systems of Support” to corre-
spond with the coverage of eligibility, and the module “Writing Annual
Goals” as part of the coverage of IEPs.
• In Chapter 5, the module “Co-Teaching” to enhance the discussion of
collaborative teaming.
• In Chapter 7, the module “Managing Classwide Behaviors” as a part of
the discussion of classroom behavior.
• In Chapter 8, the module “Differentiating Instruction” to enhance cov-
erage on that topic.
• In Chapter 9, the module “Explicit Instruction” as part of the discus-
sion on the elements of effective teacher-centered instruction.

• Self-Check for Understanding

The new Self-Check for Understanding feature at the end of each chapter
provides you with multiple-choice questions that guide you in checking
your understanding of the content presented in the chapter. After you
complete the self-check, you will receive feedback that you can use to self-
assess your understanding of chapter content as well as feedback that
guides you to the section of the chapter that covered that content.

children, encourage and assist their children and others in attending extracur-
ricular and community-based activities, and volunteer to lead or attend these
activities (E. W. Carter et al., 2014).

SELF-CHECK FOR UNDERSTANDING

Complete this self-check to assess your understanding of the content in this chapter.

WHAT WOULD YOU DO?

Review the chapter, view the video and respond to questions reflecting on
• What Would You Do? what you would do in this situation.

This new feature at the end of each chapter presents video or text-based
presentations of authentic classroom scenarios followed by a set of
reflective questions related to how you personally would handle each

6
situation in your inclusivechildren,
classroom. Afterassistyou applyandwhat
others inyou read in the
CHAPTER

encourage and their children attending extracur-

chapter to complete the ricular
What Would You Do?, you will receive feedback
and community-based activities, and volunteer to lead or attend these
activities (E. W. Carter et al., 2014).
from me to guide you in reflecting on and evaluating your learning.
Summary
SELF-CHECK FOR UNDERSTANDING
Complete this self-check to assess your understanding of the content in this chapter.
This chapter offered guidelines and strategies for helping students make the tran-
sition to inclusive settings and providing them with a learning environment that
WHAT
promotesWOULD YOU DO? acceptance, and friendships. These guidelines
their self-determination,
and strategies help all students function in inclusive settings and make success-
Review the
ful transitions, chapter,their
develop the video and respond
viewself-determination, to questions
accept individualreflecting on
differences,
whatfriends
and make you would
with do in this
others. Assituation.
you review the questions posed in this chapter,
remember the following points.

How Can I Help Students Make the Transition to Inclusive Classrooms?

CEC 1, 2, 3, 4, 5, 6, 7
You can help students make this transition by understanding their unique abili-

6
ties and challenges, using transenvironmental programming, identifying and
CHAPTER

teaching essential classroom procedures and behaviors, and helping students use
xii chapter 2
preface their skills in different settings. You can help students succeed by teaching them
to use learning strategies that can improve their organizational skills.

Summary
How Can I Help Students Make the Transition to New Schools?
CEC 1, 2, 3, 4, 5, 6, 7
This chapter
You can workoffered guidelines
with families andand strategies
others for helping
to develop studentsplan;
a transitional makefoster
the tran-
col-
sition to inclusive
laboration settings offer
across schools; and providing
student and them withorientations
family a learning environment that
and student visit-
promotes their self-determination, acceptance, and friendships. These
ing, shadowing, and mentoring programs; teach students the accepted cultural guidelines
and strategies
norms; help
and offer all students
newcomer function in inclusive settings and make success-
programs.
ful transitions, develop their self-determination, accept individual differences,
A01_SALE1200_08_SE_FM.indd 12 and make friends with others. As you review the questions posed in this chapter, 16/03/15 4:02 PM
How Can I Help Students Make the Transition from School to Adulthood?
 Supplemental Materials for the Instructor
The following instructor supplements can be accessed at www.pearsonhighered
.com.

Online Instructor’s Manual with Test Items

An updated online Instructor’s Manual includes numerous recommendations for
presenting and extending text content. The manual consists of chapter overviews,
objectives, outlines, and summaries that cover the essential concepts addressed
in each chapter. You’ll also find presentation outlines, learning activities, and
reflective exercises, as well as a complete, chapter-by-chapter bank of test items.
The electronic Instructor’s Manual is available on the Instructor Resource
Center at www.pearsonhighered.com. To access the manual with test items, as
well as the online PowerPoint lecture slides, go to www.pearsonhighered.com
and click on the Instructor Resource Center button. Here you’ll be able to log in
or complete a one-time registration for a user name and password.

Online PowerPoint Lecture Slides

The PowerPoint lecture slides are available on the Instructor Resource Center
at www.pearsonhighered.com. These lecture slides highlight key concepts and
summarize key content from each chapter of the text.

preface xiii

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 Acknowledgments

This book is the result of the collaborative efforts of my students, colleagues,

friends, and relatives. The book is an outgrowth of many ideas I learned from
students at Woodlawn Junior High School (Buffalo, New York) and Public School
76 (Bronx, New York), colleagues from PS 76—George Bonnici, Nydia Figueroa-
Torres, Jean Gee, and Jean Barber—and colleagues at the University of Kentucky,
and the State University of New York at New Paltz. Much of the information in
this book was learned through interactions with teachers, administrators, and stu-
dents in the Easton (Pennsylvania) Area School District and other school districts,
who both welcomed me and shared their experiences. Many of the examples and
vignettes are based on the experiences of my students at the State University of
New York at New Paltz. I truly value my colleagues and students, who continue
to educate me and add to my appreciation of the remarkable dedication and skill
of teachers.
I also want to acknowledge my students, colleagues, and friends who pro-
vided support and guidance throughout all stages of the book. I especially want
to recognize Deborah Anderson, Lee Bell, John Boyd, Pauline Bynoe, Devon
Duhaney, Hala Elhoweris, Meenakshi Gajria, Luis Garrido, Charleen Gottschalk,
Margaret Gutierrez, Karen Giek, Larry Maheady, Kathleen Magiera, Mark Metzger,
Bob Michael, Jean Mumper, Helen Musumeci, Kathy Pike, Sarah Ryan, Altagracia
Salinas, Lenore Schulte, Rhea Simmons, Robin Smith, Shawna Sylvestre, Lorraine
Taylor, Margaret Wade-Lewis, Delinda van Garderen, Halee Vang, and Catharine
Whittaker for supporting and inspiring me throughout the process.
My deepest appreciation also goes to Marya Grande for her excellent work
on Chapter 8 and for developing the innovative instructional resources, materials,
and strategies that support and accompany the book. I also want to thank my
wonderful and highly skilled colleagues whose work has enhanced all aspects
of this book: Ann Davis, Bryce Bell, Christina Taylor, and Bruce Owens. I value
their guidance, support, and flexibility and their commitment to quality and the
field. I am also grateful to the following reviewers: Genevieve Howe Hay, College
of Charleston, Sandra Long, Carson Newman University, Paige Maginel, Southern
Illinois University Carbondale, Sherry L. Stultz, Morehead State University. Their
thoughtful and professional comments helped shape and enhance the book.
This book could not be possible without the love, intelligence, strength,
encouragement, passion, and sense of humor of Suzanne Salend, my collaborator
in life. I also want to dedicate this book to Madison Salend, my granddaughter,
and Jack Salend, my son. Madison exemplifies kindness, empathy and being
sensitive to and respectful of others. Jack serves as an inspiration to me as he
embodies resiliency and the strength to persevere to pursue your dreams and
achieve your potential.

Acknowledgments xv

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Visit https://testbankfan.com
now to explore a rich
collection of testbank or
solution manual and enjoy
exciting offers!
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A01_BEEB3820_06_SE_FM.indd 4 09/01/15 3:49 pm

 Brief Contents

part i Understanding the Foundations and Fundamentals of Inclusion 1

Chapter 1 Understanding Inclusion 2

Chapter 2 Understanding the Special -Education Process 34

Chapter 3  nderstanding the Educational Strengths and Challenges of

U
Students with Disabilities 72
Chapter 4  nderstanding the Educational Strengths and Challenges of
U
Students From Diverse Backgrounds 116

part ii Creating an Inclusive Environment That Supports Learning for All

Students 151
Chapter 5 
Creating Collaborative Relationships and Fostering
Communication 152
Chapter 6 Fostering Transitions, Self-Determination, Acceptance, and
Friendships 188
Chapter 7 
Creating a Classroom Environment That Promotes Positive
Behavior 234

part iii Differentiating Instruction for All Students 279

Chapter 8 Differentiating Instruction for Diverse Learners 280

Chapter 9 Differentiating Large- and Small-Group Instruction 330

Chapter 10 Differentiating Reading, Writing, and Spelling Instruction 368

Chapter 11 
Differentiating Mathematics, Science, and Social Studies
Instruction 410

part iV Evaluating Student and Programmatic Progress 451

Chapter 12 Evaluating Student Progress and the Effectiveness of Your Inclusion

Program 452
Glossary 509
References 521
Name Index 569
Subject Index 579

brief contents xvii

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A01_BEEB3820_06_SE_FM.indd 4 09/01/15 3:49 pm

 Contents

part i Understanding the Foundations and Fundamentals of Inclusion 1

1 Understanding Inclusion 2 Families of Children with Disabilities 29

Families of Children Without Disabilities 30
Special Education 5
Enhancing and Documenting Your Teaching
Inclusion 5 Effectiveness: What It Means to Be an Evidence-
Principles of Effective Inclusion 6 Based Educator 30
Principle 1: All Learners and Equal Access 6 Self-Check for Understanding 31
Principle 2: Individual Strengths and Challenges and What Would You Do? 31
Diversity 6 Summary 32
Principle 3: Reflective, Universally Designed, Culturally
Responsive, Evidence-Based, and Differentiated
Practices 7 2 Understanding the Special Education
Principle 4: Community and Collaboration 7 Process 34
Mainstreaming 7
Special Education Identification Process 36
Least Restrictive Environment 8 Prereferral Process 37
Continuum of Educational Placements 9 Response to Intervention (RTI) 38
Factors Contributing to Inclusion 11 Eligibility Determination 43
Normalization 11 Cautions About Labeling Students 43
Early Intervention and Early Childhood Programs 12 Components of IEPs, IFSPs, and Section 504
Technological Advances 12 Individualized Accommodation Plans 43
Civil Rights Movement and Resulting Court Cases 15 IEP 44
Advocacy Groups 15 IFSP 52
Segregated Nature of Special Schools and Classes 17 Section 504 Individualized Accommodation Plan 53
Disproportionate Representation 17
Standards-Based Education Initiatives 18
Implementing IEPs, IFSPs and 504 Individualized
Accommodation Plans in Inclusive Classrooms 53
Laws Affecting Special Education 20 Involve Students 55
The Individuals with Disabilities Education Act 21 Involve Families 57
An Overview of IDEA from 1975 to the Present: A Involve Educators 57
Changing IDEA 21 Differentiate Instruction to Address IEP Goals Aligned to
Other Laws Affecting Special Education 23 the General Education Curriculum 58
Impact of Inclusion 25 Enhancing and Documenting Your Teaching
Impact of Inclusion on Students with Disabilities 25 Effectiveness: Identifying and Using Practices
Academic Performance 26 That Have the Most Current and Best Available
Social and Behavioral Performance and Attitudes Evidence 58
Toward Placement 26 Establish an IEP Implementation Plan 59
Impact of Inclusion on Students Without
Members of the Multidisciplinary Team 63
Disabilities 26
Members of the Multidisciplinary Team 63
Impact of Inclusion on Educators 27
Family Members 64
Attitudes Toward Inclusion 27
School Administrators 64
Impact of Inclusion on Families 29
General Educators 64

contents xix

A01_SALE1200_08_SE_FM.indd 19 16/03/15 4:02 PM

 Special Educators 65 Enhancing and Documenting Your Teaching
Literacy Educators 65 Effectiveness: Explicitly Teaching Students to Use
Paraeducators 65 Learning Strategies 110
School Psychologists 66
Summary 114
Speech and Language Clinicians 66
Social Workers 66
School Counselors 66
Vocational Educators 66
4 Understanding the Educational Strengths
School Physicians and Nurses 66 and Challenges of Students From
Physical and Occupational Therapists and Adapted Diverse Backgrounds 116
Physical Educators 67
Staff from Community Agencies 67 Economic Changes 118
Professionals for Students Who Are English Language Poverty 118
Learners 67 Wealthy Children 121

Collaborative Teaming 68 Demographic Shifts 122

Use Person- and Student-Centered Planning 69 Immigration 122
Employ Strength-Based Assessment 69 Differentiating Cultural and Language Differences
Summary 70 from Learning Difficulties 126
Diversify the Multidisciplinary Planning Team 127
Compare Student Performance in Both the Primary and
3 Understanding the Educational Strengths the Secondary Language 127
and Challenges of Students with Consider the Processes and Factors Associated with
Second-Language Acquisition 127
Disabilities 72 Employ Alternatives to Standardized Assessments 130
Students with High-Incidence Disabilities 74 Identify Diverse Life and Home Experiences That
Students with Learning Disabilities 75 Might Affect Learning and Language
Students with Attention-Deficit/Hyperactivity Disorders 78 Development 131
Students with Emotional and Behavioral Disorders 80 Analyze the Data and Develop and Implement an
Students with Oppositional and Defiant Behaviors and Appropriate and Effective Educational Plan 131
Conduct Disorders 81
Discrimination, Segregation, and Bias 133
Students with Anxiety Disorders 82
Multiracial/Ethnic Students 135
Anxiety and Assimilation 83
Gender Equity 135
Depression 83
Lesbian, Gay, Bisexual, and Transgendered
Bipolar Disorders 84
Youth 137
Self-Injury and Suicide Prevention 84
Students with HIV/AIDS 139
Students with Intellectual Disabilities 85
Students Who Are Abused 141
Students with Speech and Language Disorders 87
Students Who Abuse Substances 141
Students with Low-Incidence Disabilities 88
Using Students’ Strengths and Challenges to Plan
Students with Sensory Disabilities 102
Inclusive Classrooms 143
Students Who Are Gifted and Talented 106 Provide a Multicultural Education 144
Students with Special Needs Who Are Gifted and Talented Promote Acceptance of Diversity 144
(Twice Exceptional) 107 Enhancing and Documenting Your Teaching
Effectiveness: Being a Culturally Responsive
Using Students’ Strengths and Challenges to Plan
Educator 145
Inclusive Classrooms 108
Recognize and Support Resiliency and
Adopt a Competency-Oriented Approach and a
Grit 146
Neurodiversity Perspective 109
Use Assistive and Instructional Technology 110 Summary 148

xx contents

A01_SALE1200_08_SE_FM.indd 20 16/03/15 4:02 PM

Other documents randomly have
different content
THE UNIVERSITY ACADEMY.

Address
The President,
Eugene, Oregon.
 Transcriber's Note
The order for "Contents No. 1, Vol. I, March, 1900"
has been retained as published in the original
publication. Other apparent typographical errors have
been repaired.
Footnotes placed at end of the respective chapters.
 *** END OF THE PROJECT GUTENBERG EBOOK THE QUARTERLY
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