Margo Mastropieri,
Thomas Scruggs
Inclusive Classroom, The
Strategies for Effective Differentiated Instruction
E-book Engels 2017 9780134450445Niet leverbaar.
Samenvatting
This is the eBook of the printed book and may not include any media, website access codes, or print supplements that may come packaged with the bound book. For courses in Inclusion or Introduction to Special Education. Research-based classroom and content strategies for the inclusive classroom. The Inclusive Classroom: Strategies for Effective Differentiated Instruction, Sixth Edition captures the best of inclusion practices. Using a non-categorical approach, Mastropieri and Scruggs explain the fundamentals of inclusive teaching, the most effective general teaching practices, and ways to differentiate instruction for specific content areas. Targeted teaching strategies show ways to improve all students' memory, attention, motivation, study skills, and peer interaction. Research Highlights features validate strategies and demonstrate why particular techniques are best practice. Filled with classroom-ready tips and checklists, this revision includes an expanded chapter on Response to Intervention (RTI) and Multi-Tiered Systems of Support (MTSS), more coverage of the Common Core State Standards (CCSS) and Universal Design for Learning (UDL), and the latest strategies relating to academic success.
Specificaties
ISBN13:9780134450445
Taal:Engels
Bindwijze:e-book
Uitgever:Pearson Education
Verschijningsdatum:28-2-2017
Hoofdrubriek:Diversen
Lezersrecensies
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Inhoudsopgave
Brief Contents PART 1 THE FUNDAMENTALS
-Introduction to Inclusive Teaching
-Collaboration: Partnerships and Procedures
-Teaching Students with Higher-Incidence Disabilities
-Teaching Students with Autism and Lower-Incidence Disabilities
-Teaching Students with Other Special Learning Needs
PART 2 DEVELOPING EFFECTIVE TEACHING SKILLS
-Effective Differentiated Instruction for All Students
-Response to Intervention and Multi-Tiered Systems of Support
-Improving Motivation and Social Behavior
-Promoting Inclusion with Classroom Peers
-Improving Attention and Memory
-Teaching Study Skills
-Assessment
PART 3 TEACHING IN THE CONTENT AREAS
-Literacy
-Mathematics
-Science, Social Studies, and Transitions
PART 1 THE FUNDAMENTALS
-CHAPTER 1: Introduction to Inclusive Teaching
-LEARNING OUTCOMES
-What Are the Educational Rights for Individuals with Disabilities?
-The Least Restrictive Environment
-Where Are Students with Disabilities Served?
-Mainstreaming and Inclusion,
-Who Is
-Served Under IDEA?
-Other Instances of Classroom Diversity,
-Legal Foundations
-Legal Proceedings and Legislation,
-Section 504,
-Americans with Disabilities Act,
-Individuals with Disabilities Education Act (IDEA),
-No Child Left Behind Act (NCLB) of 2001 and Every Student Succeeds Act (ESSA) of 2015,
-Models of Service Delivery
-The Continuum of Services,
-Where Are Most Students with Disabilities Served?
-What Are General Education Classroom and Consultation Services?
-What Are Resource and Self-Contained Services?
-Special Schools and Special Facilities,
-What Other Related Services Are Available?
-Full Inclusion,
-What Does This Debate Mean for Teachers?
-Teacher Attitudes,
-Introduction to Inclusive Teaching
-Collaboration: Partnerships and Procedures
-Teaching Students with Higher-Incidence Disabilities
-Teaching Students with Autism and Lower-Incidence Disabilities
-Teaching Students with Other Special Learning Needs
PART 2 DEVELOPING EFFECTIVE TEACHING SKILLS
-Effective Differentiated Instruction for All Students
-Response to Intervention and Multi-Tiered Systems of Support
-Improving Motivation and Social Behavior
-Promoting Inclusion with Classroom Peers
-Improving Attention and Memory
-Teaching Study Skills
-Assessment
PART 3 TEACHING IN THE CONTENT AREAS
-Literacy
-Mathematics
-Science, Social Studies, and Transitions
PART 1 THE FUNDAMENTALS
-CHAPTER 1: Introduction to Inclusive Teaching
-LEARNING OUTCOMES
-What Are the Educational Rights for Individuals with Disabilities?
-The Least Restrictive Environment
-Where Are Students with Disabilities Served?
-Mainstreaming and Inclusion,
-Who Is
-Served Under IDEA?
-Other Instances of Classroom Diversity,
-Legal Foundations
-Legal Proceedings and Legislation,
-Section 504,
-Americans with Disabilities Act,
-Individuals with Disabilities Education Act (IDEA),
-No Child Left Behind Act (NCLB) of 2001 and Every Student Succeeds Act (ESSA) of 2015,
-Models of Service Delivery
-The Continuum of Services,
-Where Are Most Students with Disabilities Served?
-What Are General Education Classroom and Consultation Services?
-What Are Resource and Self-Contained Services?
-Special Schools and Special Facilities,
-What Other Related Services Are Available?
-Full Inclusion,
-What Does This Debate Mean for Teachers?
-Teacher Attitudes,
-SUMMARY
-CHAPTER 2: Collaboration: Partnerships and Procedures
-LEARNING OUTCOMES
-Collaboration to Meet Students’ Needs
-Shared Goals,
-Effective Communication
-Strategies for Communicating Effectively,
-Collaboration and Communication for Intervention
-General Education Prereferral Request,
-The Intervention Process,
-Collaboration for Referrals and Placements
-Collaboration as Partnerships
-Consultation Between Special and General Educators,
-Co-Teaching,
-Strategies for Collaborating with Paraprofessionals,
-Strategies for Collaborating Effectively with Parents and Families,
-SUMMARY
-INCLUSION CHECKLIST
-CHAPTER 3: Teaching Students with Higher-Incidence Disabilities
-LEARNING OUTCOMES
-Speech or Language Impairments
-Prevalence, Definitions, and Characteristics of Speech or Language Impairments,
-Causes of Speech or Language Impairments,
-Identification and Assessment of Speech or Language Impairments,
-Strategies for Making Adaptations for Students with Speech or Language Impairments,
-Learning Disabilities
-Prevalence and Definitions of Learning Disabilities,
-Causes of Learning Disabilities,
-Issues in Identification and Assessment of Learning Disabilities,
-Characteristics of Learning Disabilities,
-Strategies for Making Classroom Adaptations for Students with Learning Disabilities,
-Intellectual Disabilities
-Prevalence and Definitions of Intellectual Disabilities,
-Causes of Intellectual Disabilities,
-Issues in Identification and Assessment of Intellectual Disabilities,
-Characteristics of Intellectual Disabilities,
-Strategies for Making Classroom Adaptations for Students with Intellectual Disabilities,
-Emotional Disturbance
-Prevalence and Definitions of Emotional Disturbance,
-Causes of Emotional Disturbance,
-Issues in Identification and Assessment of Emotional Disturbance,
-Characteristics of Emotional Disturbance,
-Strategies for Making Classroom Adaptations for Students with Emotional Disturbance,
-Attention Deficit Hyperactivity Disorder (ADHD)
-Definitions, Prevalence, and Characteristics of ADHD,
-Causes of ADHD,
-Issues in Identification and Assessment of ADHD,
-Strategies for Making Classroom Adaptations for Students with Attention Deficit Hyperactivity Disorder,
-SUMMARY
-INCLUSION CHECKLIST
-CHAPTER 4: Teaching Students with Autism and Lower-Incidence Disabilities
-LEARNING OUTCOMES
-Autism
-Prevalence, Definitions, and Characteristics of Autism,
-Strategies for Making Classroom Adaptations for Students with Autism,
-Physical Disabilities and Other Health Impairments
-Prevalence, Definitions, and Characteristics of Physical Disabilities and Other Health Impairments,
-Physical and Health-Related Disabilities,
-Strategies for Making Classroom Adaptations for Students with Physical Disabilities and Other Health Impairments,
-Severe and Multiple Disabilities
-Prevalence, Definitions, and Characteristics of Severe and Multiple Disabilities,
-Strategies for Making Classroom Adaptations for Students with Severe and Multiple Disabilities,
-Visual Impairments
-Prevalence, Definitions, and Characteristics of Visual Impairments,
-Strategies for Making Classroom Adaptations for Students with Visual Impairments,
-Hearing Impairments Including Deafness
-Prevalence, Definitions, and Characteristics of Hearing Impairments,
-Educational Programming,
-Strategies for Making Classroom Adaptations for Students with Hearing Impairments,
-SUMMARY
-INCLUSION CHECKLIST
-CHAPTER 5: Teaching Students with Other Special Learning Needs
-LEARNING OUTCOMES
-Gifted, Creative, and Talented
-Definitions, Prevalence, and Characteristics of Gifted, Creative, and Talented,
-Issues in Identification and Assessment of Gifted, Creative, and Talented,
-Strategies for Making Adaptations for Students Who Are Gifted, Creative, and Talented,
-Students Who Are Culturally and Linguistically Diverse
-Prevalence, Definitions, and Characteristics of Culturally and Linguistically Diverse
-Students,
-Issues in Identification and Assessment of Culturally and Linguistically Diverse Students,
-Strategies for Making Adaptations for Students from Culturally and Linguistically Diverse Backgrounds,
-Students at Risk
-Definitions, Prevalence, and Characteristics of Students at Risk,
-Coordinating Instruction with Compensatory Education Programs,
-Strategies for Making Adaptations for Students at Risk,
-SUMMARY
-INCLUSION CHECKLIST
PART 2: DEVELOPING EFFECTIVE TEACHING SKILLS
-CHAPTER 6: Effective Differentiated Instruction for All Students
-LEARNING OUTCOMES
-What Is Differentiated Instruction?
-Promoting Effective Differentiated Instruction: The PASS Variables
-P: Prioritize Instruction
- Strategies for Planning for Content Coverage,
-A: Adapt Instructional Methods, Instructional Materials, or the Learning Environment
-Strategies for Making Adaptations,
-S: Systematically Teach with the SCREAM Variables
-Strategies for Implementing the SCREAM Variables,
-Strategies for Maximizing On-Task Behavior,
-Strategies for Maximizing Time for Learning,
-S: Systematically Evaluate the Outcomes of Your Instruction
-Strategies for Promoting Systematic Evaluation of Instruction,
-Putting the PASS Variables to Work: Including Model Lesson Components in Instruction
-SUMMARY
-INCLUSION CHECKLIST
-CHAPTER 7: Response to Intervention and Multi-Tiered Systems of Support
-LEARNING OUTCOMES
-What Is RTI?
-Schoolwide Screening, Progress Monitoring, and Data-Based Decision Making
-Strategies for Administering Schoolwide Screening,
-Strategies for Progress Monitoring and Data-Based Decision Making,
-Tier 1: Effective Instruction in General Education
-Features of Tier 1 Instruction,
-Strategies for Implementation of Tier 1 Instruction,
-Tier 2: Intervention to Remediate
-Features of Tier 2 Instruction,
-Strategies for Implementation of Tier 2 Instruction,
-Considerations in Implementation of Tier 2 Instruction,
-Tier 3: Individualized, Intensive Instruction
-Strategies for Implementation of Tier 3 Instruction,
-Fidelity of Implementation
-Strategies for Determining Fidelity of Implementation,
-Strategies for Implementing RTI at The Secondary Level,
-Challenges with Implementing RTI
-SUMMARY
-INCLUSION CHECKLIST
-CHAPTER 8: Improving Motivation and Social Behavior
-LEARNING OUTCOMES
-Setting the Stage for Academic Success
-Strategies for Improving Motivation and Affect,
-Improving Classroom Behavior and Social Skills
-Managing Classroom Behavior,
-Strategies for Observing and Recording Classroom Behavior,
-Strategies for Using Effective Classroom Management Methods,
-Strategies for Less-Intensive Classroom Management Methods,
-Strategies for More Formal Classroom Management Methods,
-Strategies for Handling Classroom Confrontations,
-Strategies for Implementing Schoolwide Discipline Systems,
- Strategies for Confronting Bullying,
-Teaching Social Skills
- Strategies for Social Skills Training,
-SUMMARY
-INCLUSION CHECKLIST
-CHAPTER 9: Promoting Inclusion with Classroom Peers
-LEARNING OUTCOMES
-Peer-Supported Social Acceptance
-Strategies for Promoting Social Acceptance,
-Peer Assistance
-Strategies for Enlisting Peer Assistance,
-Peer Tutoring
-Benefits of Peer Tutoring,
-Strategies for Implementing a Tutoring Program,
-Strategies for Promoting Learning with Classwide Peer Tutoring,
-Cooperative Learning
-Strategies for Implementing Cooperative Learning,
-Advantages and Challenges of Cooperative Learning,
-SUMMARY
-INCLUSION CHECKLIST
-CHAPTER 10: Improving Attention and Memory
-LEARNING OUTCOMES
-Attention
-Attention and Students with Special Needs,
-Strategies for Improving Attention,
-Strategies for Addressing Extreme Cases of Attention Deficits,
-Memory
-Strategies for Improving Memory,
-Strategies for Improving Memory with Mnemonic Techniques,
-SUMMARY
-INCLUSION CHECKLIST
-CHAPTER 11: Teaching Study Skills
-LEARNING OUTCOMES
-Tools for Developing Independent Learners
-Strategies for Developing Personal Organizational Skills,
-Strategies for Promoting Listening Skills,
-Strategies for Teaching Note-Taking Skills,
-Research and Reference Skills
-Strategies for Teaching Library Skills,
-Strategies for Preparing Reports and Projects,
-SUMMARY
-INCLUSION CHECKLIST
-CHAPTER 12: Assessment
-LEARNING OUTCOMES
-Types of Tests
-Performance Assessments and Portfolio Assessments,
-Adapting Tests for Students with Special Needs
-Strategies for Administering Norm-Referenced Tests,
-Strategies for Adapting Competency-Based Local and Statewide Assessment,
-Strategies for Adapting Teacher-Made and Criterion-Referenced Tests,
-Strategies for Using Curriculum-Based
-Measurement,
-Strategies for Using Performance Assessment,
-Strategies for Using Portfolio Assessment,
-Teach Test-Taking Skills
-Strategies for Teaching Test-Taking Skills,
-Grading
-Strategies for Adapting Report Card Grading,
-SUMMARY
-INCLUSION CHECKLIST
PART 3: TEACHING IN THE CONTENT AREAS
-CHAPTER 13: Literacy
-LEARNING OUTCOMES
-Approaches to Reading
-Strategies for Implementing Approaches to Reading,
-Common Core State Standards in Reading
-Teaching Reading Skills
-Strategies for Promoting Word Identification,
-Strategies for Promoting Reading
-Fluency,
-Reading Comprehension
-Strategies for Teaching Reading Comprehension,
-Strategies for Implementing Multi-Tiered Reading Instruction with RTI,
-Written Expression
-Strategies for Improving Handwriting,
-Strategies for Teaching Spelling,
-Strategies for Teaching Written Communication,
-SUMMARY
-INCLUSION CHECKLIST
-CHAPTER 14: Mathematics
-LEARNING OUTCOMES
-Mathematics Education
-Mathematics and Students with Disabilities
-Teaching Math in Inclusive Settings
-Strategies for Teaching Beginning Math,
-Strategies for Teaching Addition and Subtraction,
-Strategies for Teaching Multiplication and Division,
-Strategies for Teaching Problem Solving,
-Strategies for Teaching About Money and Time,
-Strategies for Teaching Fractions and Decimals,
-Strategies for Teaching Area and Volume Concepts,
-Strategies for Teaching Algebra,
-Strategies for Teaching Functional Math,
-SUMMARY
-INCLUSION CHECKLIST
-CHAPTER 15: Science, Social Studies, and Transitions
-LEARNING OUTCOMES
-Adapting Textbook-Oriented Approaches in Science and Social Studies
-Common Core State Standards Relevant to Science and Social Studies,
-Strategies for Effective Teaching in Science and Social Studies,
-Strategies for Promoting Independent Learning from Textbooks,
-Strategies for Adapting Textbook Materials,
-Adapting Activities-Oriented Approaches in Science and Social Studies
-Strategies for Adapting Science Activities,
-Strategies for Adapting Life Science Activities,
-Strategies for Adapting Earth Science Activities,
-Strategies for Adapting Physical Science Activities,
-Strategies for Adapting Social Studies Activities,
-Inquiry Learning in Science and Social Studies
-Strategies for Adapting Inquiry Learning Activities,
-Transitions
-Planning for Transition,
-Strategies for Promoting Transitions,
-Strategies for Transitioning for the Future,
-SUMMARY
-INCLUSION CHECKLIST
REFERENCES NAME INDEX SUBJECT INDEX
-CHAPTER 2: Collaboration: Partnerships and Procedures
-LEARNING OUTCOMES
-Collaboration to Meet Students’ Needs
-Shared Goals,
-Effective Communication
-Strategies for Communicating Effectively,
-Collaboration and Communication for Intervention
-General Education Prereferral Request,
-The Intervention Process,
-Collaboration for Referrals and Placements
-Collaboration as Partnerships
-Consultation Between Special and General Educators,
-Co-Teaching,
-Strategies for Collaborating with Paraprofessionals,
-Strategies for Collaborating Effectively with Parents and Families,
-SUMMARY
-INCLUSION CHECKLIST
-CHAPTER 3: Teaching Students with Higher-Incidence Disabilities
-LEARNING OUTCOMES
-Speech or Language Impairments
-Prevalence, Definitions, and Characteristics of Speech or Language Impairments,
-Causes of Speech or Language Impairments,
-Identification and Assessment of Speech or Language Impairments,
-Strategies for Making Adaptations for Students with Speech or Language Impairments,
-Learning Disabilities
-Prevalence and Definitions of Learning Disabilities,
-Causes of Learning Disabilities,
-Issues in Identification and Assessment of Learning Disabilities,
-Characteristics of Learning Disabilities,
-Strategies for Making Classroom Adaptations for Students with Learning Disabilities,
-Intellectual Disabilities
-Prevalence and Definitions of Intellectual Disabilities,
-Causes of Intellectual Disabilities,
-Issues in Identification and Assessment of Intellectual Disabilities,
-Characteristics of Intellectual Disabilities,
-Strategies for Making Classroom Adaptations for Students with Intellectual Disabilities,
-Emotional Disturbance
-Prevalence and Definitions of Emotional Disturbance,
-Causes of Emotional Disturbance,
-Issues in Identification and Assessment of Emotional Disturbance,
-Characteristics of Emotional Disturbance,
-Strategies for Making Classroom Adaptations for Students with Emotional Disturbance,
-Attention Deficit Hyperactivity Disorder (ADHD)
-Definitions, Prevalence, and Characteristics of ADHD,
-Causes of ADHD,
-Issues in Identification and Assessment of ADHD,
-Strategies for Making Classroom Adaptations for Students with Attention Deficit Hyperactivity Disorder,
-SUMMARY
-INCLUSION CHECKLIST
-CHAPTER 4: Teaching Students with Autism and Lower-Incidence Disabilities
-LEARNING OUTCOMES
-Autism
-Prevalence, Definitions, and Characteristics of Autism,
-Strategies for Making Classroom Adaptations for Students with Autism,
-Physical Disabilities and Other Health Impairments
-Prevalence, Definitions, and Characteristics of Physical Disabilities and Other Health Impairments,
-Physical and Health-Related Disabilities,
-Strategies for Making Classroom Adaptations for Students with Physical Disabilities and Other Health Impairments,
-Severe and Multiple Disabilities
-Prevalence, Definitions, and Characteristics of Severe and Multiple Disabilities,
-Strategies for Making Classroom Adaptations for Students with Severe and Multiple Disabilities,
-Visual Impairments
-Prevalence, Definitions, and Characteristics of Visual Impairments,
-Strategies for Making Classroom Adaptations for Students with Visual Impairments,
-Hearing Impairments Including Deafness
-Prevalence, Definitions, and Characteristics of Hearing Impairments,
-Educational Programming,
-Strategies for Making Classroom Adaptations for Students with Hearing Impairments,
-SUMMARY
-INCLUSION CHECKLIST
-CHAPTER 5: Teaching Students with Other Special Learning Needs
-LEARNING OUTCOMES
-Gifted, Creative, and Talented
-Definitions, Prevalence, and Characteristics of Gifted, Creative, and Talented,
-Issues in Identification and Assessment of Gifted, Creative, and Talented,
-Strategies for Making Adaptations for Students Who Are Gifted, Creative, and Talented,
-Students Who Are Culturally and Linguistically Diverse
-Prevalence, Definitions, and Characteristics of Culturally and Linguistically Diverse
-Students,
-Issues in Identification and Assessment of Culturally and Linguistically Diverse Students,
-Strategies for Making Adaptations for Students from Culturally and Linguistically Diverse Backgrounds,
-Students at Risk
-Definitions, Prevalence, and Characteristics of Students at Risk,
-Coordinating Instruction with Compensatory Education Programs,
-Strategies for Making Adaptations for Students at Risk,
-SUMMARY
-INCLUSION CHECKLIST
PART 2: DEVELOPING EFFECTIVE TEACHING SKILLS
-CHAPTER 6: Effective Differentiated Instruction for All Students
-LEARNING OUTCOMES
-What Is Differentiated Instruction?
-Promoting Effective Differentiated Instruction: The PASS Variables
-P: Prioritize Instruction
- Strategies for Planning for Content Coverage,
-A: Adapt Instructional Methods, Instructional Materials, or the Learning Environment
-Strategies for Making Adaptations,
-S: Systematically Teach with the SCREAM Variables
-Strategies for Implementing the SCREAM Variables,
-Strategies for Maximizing On-Task Behavior,
-Strategies for Maximizing Time for Learning,
-S: Systematically Evaluate the Outcomes of Your Instruction
-Strategies for Promoting Systematic Evaluation of Instruction,
-Putting the PASS Variables to Work: Including Model Lesson Components in Instruction
-SUMMARY
-INCLUSION CHECKLIST
-CHAPTER 7: Response to Intervention and Multi-Tiered Systems of Support
-LEARNING OUTCOMES
-What Is RTI?
-Schoolwide Screening, Progress Monitoring, and Data-Based Decision Making
-Strategies for Administering Schoolwide Screening,
-Strategies for Progress Monitoring and Data-Based Decision Making,
-Tier 1: Effective Instruction in General Education
-Features of Tier 1 Instruction,
-Strategies for Implementation of Tier 1 Instruction,
-Tier 2: Intervention to Remediate
-Features of Tier 2 Instruction,
-Strategies for Implementation of Tier 2 Instruction,
-Considerations in Implementation of Tier 2 Instruction,
-Tier 3: Individualized, Intensive Instruction
-Strategies for Implementation of Tier 3 Instruction,
-Fidelity of Implementation
-Strategies for Determining Fidelity of Implementation,
-Strategies for Implementing RTI at The Secondary Level,
-Challenges with Implementing RTI
-SUMMARY
-INCLUSION CHECKLIST
-CHAPTER 8: Improving Motivation and Social Behavior
-LEARNING OUTCOMES
-Setting the Stage for Academic Success
-Strategies for Improving Motivation and Affect,
-Improving Classroom Behavior and Social Skills
-Managing Classroom Behavior,
-Strategies for Observing and Recording Classroom Behavior,
-Strategies for Using Effective Classroom Management Methods,
-Strategies for Less-Intensive Classroom Management Methods,
-Strategies for More Formal Classroom Management Methods,
-Strategies for Handling Classroom Confrontations,
-Strategies for Implementing Schoolwide Discipline Systems,
- Strategies for Confronting Bullying,
-Teaching Social Skills
- Strategies for Social Skills Training,
-SUMMARY
-INCLUSION CHECKLIST
-CHAPTER 9: Promoting Inclusion with Classroom Peers
-LEARNING OUTCOMES
-Peer-Supported Social Acceptance
-Strategies for Promoting Social Acceptance,
-Peer Assistance
-Strategies for Enlisting Peer Assistance,
-Peer Tutoring
-Benefits of Peer Tutoring,
-Strategies for Implementing a Tutoring Program,
-Strategies for Promoting Learning with Classwide Peer Tutoring,
-Cooperative Learning
-Strategies for Implementing Cooperative Learning,
-Advantages and Challenges of Cooperative Learning,
-SUMMARY
-INCLUSION CHECKLIST
-CHAPTER 10: Improving Attention and Memory
-LEARNING OUTCOMES
-Attention
-Attention and Students with Special Needs,
-Strategies for Improving Attention,
-Strategies for Addressing Extreme Cases of Attention Deficits,
-Memory
-Strategies for Improving Memory,
-Strategies for Improving Memory with Mnemonic Techniques,
-SUMMARY
-INCLUSION CHECKLIST
-CHAPTER 11: Teaching Study Skills
-LEARNING OUTCOMES
-Tools for Developing Independent Learners
-Strategies for Developing Personal Organizational Skills,
-Strategies for Promoting Listening Skills,
-Strategies for Teaching Note-Taking Skills,
-Research and Reference Skills
-Strategies for Teaching Library Skills,
-Strategies for Preparing Reports and Projects,
-SUMMARY
-INCLUSION CHECKLIST
-CHAPTER 12: Assessment
-LEARNING OUTCOMES
-Types of Tests
-Performance Assessments and Portfolio Assessments,
-Adapting Tests for Students with Special Needs
-Strategies for Administering Norm-Referenced Tests,
-Strategies for Adapting Competency-Based Local and Statewide Assessment,
-Strategies for Adapting Teacher-Made and Criterion-Referenced Tests,
-Strategies for Using Curriculum-Based
-Measurement,
-Strategies for Using Performance Assessment,
-Strategies for Using Portfolio Assessment,
-Teach Test-Taking Skills
-Strategies for Teaching Test-Taking Skills,
-Grading
-Strategies for Adapting Report Card Grading,
-SUMMARY
-INCLUSION CHECKLIST
PART 3: TEACHING IN THE CONTENT AREAS
-CHAPTER 13: Literacy
-LEARNING OUTCOMES
-Approaches to Reading
-Strategies for Implementing Approaches to Reading,
-Common Core State Standards in Reading
-Teaching Reading Skills
-Strategies for Promoting Word Identification,
-Strategies for Promoting Reading
-Fluency,
-Reading Comprehension
-Strategies for Teaching Reading Comprehension,
-Strategies for Implementing Multi-Tiered Reading Instruction with RTI,
-Written Expression
-Strategies for Improving Handwriting,
-Strategies for Teaching Spelling,
-Strategies for Teaching Written Communication,
-SUMMARY
-INCLUSION CHECKLIST
-CHAPTER 14: Mathematics
-LEARNING OUTCOMES
-Mathematics Education
-Mathematics and Students with Disabilities
-Teaching Math in Inclusive Settings
-Strategies for Teaching Beginning Math,
-Strategies for Teaching Addition and Subtraction,
-Strategies for Teaching Multiplication and Division,
-Strategies for Teaching Problem Solving,
-Strategies for Teaching About Money and Time,
-Strategies for Teaching Fractions and Decimals,
-Strategies for Teaching Area and Volume Concepts,
-Strategies for Teaching Algebra,
-Strategies for Teaching Functional Math,
-SUMMARY
-INCLUSION CHECKLIST
-CHAPTER 15: Science, Social Studies, and Transitions
-LEARNING OUTCOMES
-Adapting Textbook-Oriented Approaches in Science and Social Studies
-Common Core State Standards Relevant to Science and Social Studies,
-Strategies for Effective Teaching in Science and Social Studies,
-Strategies for Promoting Independent Learning from Textbooks,
-Strategies for Adapting Textbook Materials,
-Adapting Activities-Oriented Approaches in Science and Social Studies
-Strategies for Adapting Science Activities,
-Strategies for Adapting Life Science Activities,
-Strategies for Adapting Earth Science Activities,
-Strategies for Adapting Physical Science Activities,
-Strategies for Adapting Social Studies Activities,
-Inquiry Learning in Science and Social Studies
-Strategies for Adapting Inquiry Learning Activities,
-Transitions
-Planning for Transition,
-Strategies for Promoting Transitions,
-Strategies for Transitioning for the Future,
-SUMMARY
-INCLUSION CHECKLIST
REFERENCES NAME INDEX SUBJECT INDEX
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