Including Adolescents with Disabilities in General Education Classrooms, 1st edition

Published by Pearson (July 29, 2011) © 2012

  • Tom E. Smith University of Arkansas
  • Barbara L. Gartin
  • Nikki L. Murdick



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·        A focus on secondary inclusive classrooms pinpoints developmental differences, disabilities, social skills deficits and other problems that can impact students in middle and secondary schools.

·        Inclusion strategies for general instruction provide specific ways to modify instruction for students with special needs and illustrate techniques such as co-teaching, differentiated instruction, strategies instruction, and peer-assisted learning.

·        Inclusion strategies for content-area instruction provide provenstrategies for teaching specific content to students with disabilities, including literacy, math, science, self-determination, and social skills.

·        A separate chapter on differentiated instruction explainsthe key concepts of content, process, product, affect, and learning environment and how to implement differentiation of instruction in middle and secondary classrooms.

·        Study Questions open each chapter andserve as advanced organizers that introduce upcoming material.

·        Case Studies and Activities at the end of each chapter provide real-life, diversity-rich examples so readers can see how to implement different teaching methodsand howthe IEP process works across disabilities, ages, and culture.

·        Web Resources appear in each chapter and give readers explore the content beyond the text and experience chapter material in action

  • Chapter 1:      Adolescents with Disabilities
  • Chapter 2:      Services for Adolescents with Disabilities in Middle and Secondary Schools
  • Chapter 3:      The Special Education Process in Middle/Secondary Schools
  • Chapter 4:      Transition Programming for Adolescents with Disabilities
  • Chapter 5:      Home/Family Collaboration Communication in a Middle/Secondary Inclusive Classroom
  • Chapter 6:      Classroom Management and Adolescents with Disabilities
  • Chapter 7:      Co-Teaching
  • Chapter 8:      Differentiated Instruction
  • Chapter 9:      Strategies Instruction 
  • Chapter 10:    Strategies for Teaching Content to Adolescents with Disabilities:  Reading and Language Arts
  • Chapter 11     Strategies for Teaching Content to Adolescents with Disabilities:  Math and Science
  • Chapter 12:    Strategies for Teaching Social Skills to Adolescents with Disabilities
  • Chapter 13:    Strategies for Teaching Self-Determination Skills to Adolescents with Disabilities
  • Chapter 14:    Vocational/Technical Education for Adolescents with Disabilities
  • Name Index
  • Subject Index

Dr. Tom Smith is currently Dean of the College of Education and Health Professions, University of Arkansas, and University Professor of Special Education.  Additionally, he has served as Executive Director of the Division on Autism and Developmental Disabilities of the Council for Exceptional Children for 20 years.  Dr. Smith has authored and co-authored 27 textbooks, including a recently published sixth edition of Teaching Students with Special Needs in Inclusive Settings, co-authored with Ed Polloway, Jim Patton, and Carol Dowdy and published by Pearson.   He has also published more than 40 articles in referenced journals, primarily focusing on students with mild disabilities and legal issues related to special education. 

Dr. Barbara C. Gartin is 1982 graduate of the University of Georgia program in the Education of Exceptional Children and a University Professor of Special Education in the Department of Curriculum and Instruction at the University of Arkansas.  She has worked as a high school special education teacher in Georgia before joining the University of Arkansas faculty.  Dr. Barbara Gartin has published numerous articles on issues related to behavior management, inclusion, and special education law.  In 2002, she co-authored How to use differentiated instruction with students with developmental disabilities in the general education classroom for the Division on Developmental Disabilities (Council for Exceptional Children) with Nikki Murdick, Marcia Imbeau, and Darlene Perner.  With Nikki Murdick and Terry Crabtree, she co-authored the first edition of Special Education Law in 2002 and the second edition in 2007, both published by Pearson Education.  In 2006, she co-authored Families and Children with Special Needs: Parent and Professional Partnerships with Tom Smith, Nikki Murdick and Alan Hilton, which was also published by Pearson Education.  Her research interests include legal issues in the provision of appropriate services for students with special needs, the educational implications of disability, especially rare syndromes, and issues of parent advocacy.  She has served as the President of the Educational Division of AAIDD and as the President of the Division of Autism and Developmental Disabilities.

Dr. Nikki Murdick is a professor of Special Education in the Department of Educational Studies in the College of Public Services at Saint Louis University, St. Louis, MO. Throughout her career she has worked as a classroom teacher, clinical behavior specialist, curriculum developer, parent advocate, and University professor. Dr. Murdick has published numerous articles on issues related to behavior management, inclusion, and special education legal concerns of students with cognitive and behavioral disabilities. She has co-authored a monograph on differentiated instruction, a text on Special Education Law, and a text on Families and Children with Special Needs: Parent and Professional Partnerships. Her research interests include legal issues in the provision of appropriate services for students with special needs, parent advocacy, and educational implications of disability that impact the educational success of students.

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