Strategies for Teaching Students with Disabilities in Inclusive Classrooms: A Case Method Approach, 1st edition
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Combining the best of concept and application, Strategies for Teaching Students in Inclusive Classrooms: A Case Method Approach covers teaching methods and cases from inclusive education settings. Offering an innovative chapter sequence, it pairs concept chapters with case chapters to ensure readers understand core material and can apply it to real situations.
Learn about special education law and inclusion, teaching in the inclusive classroom, effective use of behavior management in inclusive classrooms and effective techniques for teaching basic skills such as reading, writing, and mathematics. See how strategies work in real classrooms through the text’s clinical and narrative case studies that illustrate core concepts in action.
Table of contents
Chapter 1 – Using Cases in Special Education and Inclusion Courses
What Are Cases?
Background on Case Method Teaching
Case Method Teaching
Using Problem-Solving with Cases
Problem-Solving with Our Example Case: Coco Havlin
Support for Case Method TeachingUsing Cases in Courses
Chapter 2 – Special Education Law and Inclusion
Individuals with Disabilities Education Act (IDEA) 2004
Child Find and Zero Reject
Evaluation, Classification and Placement
Appropriate Education and the IEP
The Least Restrictive Environment
Confidentiality and Privacy
Using the IEP in the Inclusive Classroom
Purpose of an IEP
Content of the IEP
Writing Measurable Goals, Objectives, or Benchmarks for an IEP
Using the IEP in the Inclusive Classroom
Chapter 3 – Cases About Special Education Law and Students with Disabilities in Inclusive Classrooms
Case 1: Is This the Least Restrictive Environment?
Case 2: “Oh, no: Another due process hearing!”
Case 3: Why Won’t All Teachers Cooperate?
Case 4: Medical Procedures: A Liability Issue
Case 5: Does Mom Have a Case?
Chapter 4 – Teaching in the Inclusive Classroom
Inclusion and Collaboration
Co-Teaching and Co-Planning Skills
Models of Co-Teaching
Monitoring Student Progress
Chapter 5 –Cases About Collaboration and Co-Teaching in Inclusive Classrooms
Case 1: To Build a Better Mousetrap
Case 2: Her Reputation Precedes Her
Case 3: Letting Go!
Case 4: Inclusion Gone Wrong
Case 5: A Clash with the Titan
Chapter 6 – Effective Use of Behavior Management in Inclusive Classrooms
Classroom and Behavior Management
Classroom Management in Inclusive Classrooms
Behavior Management in Inclusive Classrooms
Functional Behavior Analysis and Behavior Intervention Plans
Schoolwide Positive Behavior Supports (SWPBS)
Other Systems and Procedures
Chapter 7 – Cases About Behavior Management in Inclusive Classrooms
Case 1: Dumb as a Doornail!
Case 2: It Doesn’t Add Up
Case 3: The Girl Who Couldn’t Stop Talking
Case 4: Math is No Joke!Case 5: Lui Learns History the Hard Way
Chapter 8 – Effective Techniques for Teaching Basic Skills: Reading and Written Language
Reading Instruction in “Typical” Inclusion Classrooms
Reading Instruction in High School
Research-Based Techniques for Teaching Reading
Phonological Awareness and Word Identification Strategies
STOP–Phonological Awareness Strategy
Word Identification StrategyResearch Evidence
LINCS Vocabulary Strategy
Text Comprehension Instruction
Paraphrasing StrategyResearch Evidence
Research-Based Techniques for Teaching Writing
Study Techniques for Spelling
Chapter 9 –Cases About Teaching Reading Skills in Inclusive Classrooms
Case 1: Fixing the Fluency of Frankie
Case 2: Trina Needs Help!
Case 3: Keeping Ruby Current
Case 4: Smack You Upside Your Head!
Case 5: Jumpin’ Judy
Chapter 10 – Cases About Teaching WrittenLanguage Skills in Inclusive Classrooms
Case 1: Who Should Take the Lead in Strategy Instruction?
Case 2: Cursive Handwriting: The Nightmare
Case 3: Spelling the Fernald Way
Case 4: Assistive Technology: Is It the Answer?
Case 5: To Scribe or Not Scribe, That Is the Question
Chapter 11 – Effective Techniques for Teaching Math
Students with DisabilitiesMeeting the Instructional Needs of All Students in Mathematics Lesson Planning to Differentiate Instruction
Metacognitive Strategies and Instructional RoutinesInstructional Strategies and Techniques for Students with Disabilities
Progress Monitoring and Assessment
Summary and Discussion
Chapter 12 – Cases About Teaching Math Skills in Inclusive Classrooms
Case 1: Not a Sweet Deal
Case 2: Let’s Talk Math Skills
Case 3: Two Wells Make a Dam
Case 4: Too Much Dividing At Once
Case 5: No Time for Time
Chapter 13 – Effective Techniques for Teaching in the Content Areas
Problems in the Content Areas
Strategies and Techniques for Content AreaInstruction
Make Sense Strategies
Supporting Reading and Writing in Content Area Instruction
Strategies and Techniques for Science Instruction
Effective Techniques for Science Text Comprehension
Strategies and Techniques for Social Studies Instruction
Content Enhancement Routines
Levels of Learning and Associated Instructional Techniques
Chapter 14 – Cases About Teaching Content and Study Skills in Inclusive Classrooms
Case 1: Inclusion and Behavior Issues in a Content Area Classroom
Case 2: Inclusion and Instruction in the Content Areas
Case 3: Cooperative Learning– Is It “Right” for All Students with Disabilities?
Case 4: Study Skills–Who Needs Them?
Case 5: Are You Ready to Teach Biology?
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Published by Pearson (July 21st 2011) - Copyright © 2012