Including Students with Special Needs: A Practical Guide for Classroom Teachers, 8th edition

Published by Pearson (February 7, 2018) © 2019

  • Marilyn Friend
  • William D. Bursuck The University of North Carolina at Greensboro


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For courses in Special Education and Inclusion.

Cross-categorical, practical strategies for teaching special-needs students

Including Students with Special Needs provides a firm grounding in critical special education concepts, an understanding of the professionals who support students with special needs, knowledge of the procedures that should be followed to ensure that students with special needs rights are upheld, and a wealth of research-based strategies and interventions that we know help foster student success. The 8th Edition introduces pre-service teachers to the complexities, realities and rewards of being a professional educator today.

Hallmark features of this title

  • A “just-right” blend of theory and practice considers research-based literature that informs contemporary teaching practice as well as the day-to-day realities of working in today's public schools.
  • Integrated coverage of effective K to 12 instructional techniques for reading, writing, math and independent learning cuts across subject areas, grade levels and disability categories.
  • The INCLUDE problem-solving model offers systematic strategies teachers can apply across grade levels to take a proactive role in addressing students' diverse needs.
  • A strong focus on collaboration helps novice educators realize that they are not alone in educating students with disabilities. Working Together features explore family collaboration and co-teaching scenarios.

New and updated features of this title

  • NEW: Information on multi-tiered systems of support (MTSS) helps teacher candidates understand their responsibilities for addressing the needs of diverse learners as determined by the Every Student Succeeds Act (ESSA).
    • MTSS is introduced in chapter 1 with additional examples and applications in chapters 2, 4 and 9.
  • UPDATED: All data reflects the most recent federal data related to students with disabilities and other students at-risk for school failure.
  • UPDATED: Over 400 new reference and research citations include the most current information available to keep students aware of trends and changes in the field.
  • UPDATED: Additional chapter-opening vignettes reflect the real and sometimes complex conditions and characteristics of students, helping teacher candidates see how effective teaching strategies are applied in real classrooms.
  • UPDATED: Technology Notes reflect the most current assistive and instructional technology.
  1. The Foundation for Educating Students with Special Needs
  2. Special Education Procedures and Services
  3. Building Partnerships Through Collaboration
  4. Assessing Student Needs
  5. Planning Instruction by Analyzing Classroom and Student Needs
  6. Students with Low-Incidence Disabilities
  7. Students with High-Incidence Disabilities
  8. Students with Special Needs Other Than Disabilities
  9. Adjusting Instruction
  10. Strategies for Independent Learning
  11. Evaluating Student Learning
  12. Responding to Student Behavior



Name Index

Subject Index

About our authors

Marilyn Friend, Ph.D. has spent her career as a general education teacher, special education teacher, researcher, professor, administrator, teacher educator and staff developer. She is Professor Emerita of Education in the Department of Specialized Education Services at The University of North Carolina at Greensboro, and she is Past President of the Council for Exceptional Children (CEC), the largest international professional organization dedicated to improving the educational success of children and youth with disabilities and/or gifts and talents. Dr. Friend has consulted with school professionals nationally and internationally (more than 3000 presentations and projects in the United States, Canada, Europe, the Middle East and Asia) as they collaborate to educate their students, assisting them to create classroom partnerships through coteaching, to form productive and efficient work teams, and to foster inclusive practices. She is the author or coauthor of 3 widely used college textbooks on special education; a variety of co-teaching materials for teachers and administrators; more than 60 articles and chapters about collaboration, inclusive practices and coteaching; and a highly popular video series on coteaching and other inclusive practices. Her work as a special education teacher education was recognized when she was named the 2016 recipient of the Teacher Education Division/Pearson Excellence in Special Education Teacher Education Award.

William Bursuck began his career as a general education teacher, and as a special education teacher and university teacher educator he has maintained an active interest in inclusive practices, publishing numerous research articles, successfully obtaining grants to conduct research and publishing two books. Throughout his career, Dr. Bursuck has derived great satisfaction from providing classroom and future teachers with practical, research-based strategies to improve educational outcomes for students with special needs in this age of ever-increasing educational standards and teacher accountability. He is Professor Emeritus, Department of Specialized Education Services, The University of North Carolina at Greensboro. He is the coauthor with Mary Damer of Teaching Reading to Students Who Are At-Risk or Have Disabilities: A Multi-Tier Approach (3rd Edition, Pearson, 2015).

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