Full Description
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.
Contents
Chapter 1 - Using Cases in Special Education and Inclusion CoursesWhat Are Cases?Case QuestionsBackground on Case Method TeachingCase Method TeachingUsing Problem-Solving with CasesProblem-Solving with Our Example Case: Coco HavlinSupport for Case Method TeachingUsing Cases in Courses Chapter 2 - Special Education Law and InclusionIndividuals with Disabilities Education Act (IDEA) 2004Eligibility Child Find and Zero RejectEvaluation, Classification and PlacementAppropriate Education and the IEPThe Least Restrictive EnvironmentParent ParticipationDue ProcessConfidentiality and PrivacyUsing the IEP in the Inclusive ClassroomPurpose of an IEPContent of the IEPWriting Measurable Goals, Objectives, or Benchmarks for an IEPUsing the IEP in the Inclusive ClassroomChapter 3 - Cases About Special Education Law and Students with Disabilities in Inclusive ClassroomsCase 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 IssueCase 5: Does Mom Have a Case?Chapter 4 - Teaching in the Inclusive ClassroomInclusion and CollaborationProfessional CollaborationCo-Teaching and Co-Planning SkillsModels of Co-TeachingMonitoring Student ProgressChapter SummaryChapter 5 -Cases About Collaboration and Co-Teaching in Inclusive Classrooms Case 1: To Build a Better MousetrapCase 2: Her Reputation Precedes HerCase 3: Letting Go!Case 4: Inclusion Gone WrongCase 5: A Clash with the TitanChapter 6 - Effective Use of Behavior Management in Inclusive ClassroomsClassroom and Behavior ManagementClassroom Management in Inclusive ClassroomsBehavior Management in Inclusive ClassroomsFunctional Behavior Analysis and Behavior Intervention PlansSupporting BehaviorSchoolwide Positive Behavior Supports (SWPBS)Focusing TogetherOther Systems and Procedures ConclusionChapter 7 - Cases About Behavior Management in Inclusive ClassroomsCase 1: Dumb as a Doornail!Case 2: It Doesn't Add UpCase 3: The Girl Who Couldn't Stop TalkingCase 4: Math is No Joke!Case 5: Lui Learns History the Hard Way Chapter 8 - Effective Techniques for Teaching Basic Skills: Reading and Written LanguageReading Instruction in "Typical" Inclusion ClassroomsReading Instruction in High SchoolResearch-Based Techniques for Teaching ReadingPhonological Awareness and Word Identification StrategiesSTOP-Phonological Awareness Strategy Word Identification StrategyResearch Evidence FluencyRepeated ReadingsResearch EvidenceVocabularyLINCS Vocabulary StrategyResearch EvidenceText Comprehension InstructionParaphrasing StrategyResearch Evidence SummaryWritingHandwritingSpelling ComposingResearch-Based Techniques for Teaching WritingHandwritingStudy Techniques for SpellingSummaryChapter SummaryChapter 9 -Cases About Teaching Reading Skills in Inclusive ClassroomsCase 1: Fixing the Fluency of FrankieCase 2: Trina Needs Help!Case 3: Keeping Ruby CurrentCase 4: Smack You Upside Your Head!Case 5: Jumpin' JudyChapter 10 - Cases About Teaching WrittenLanguage Skills in Inclusive ClassroomsCase 1: Who Should Take the Lead in Strategy Instruction?Case 2: Cursive Handwriting: The NightmareCase 3: Spelling the Fernald WayCase 4: Assistive Technology: Is It the Answer?Case 5: To Scribe or Not Scribe, That Is the QuestionChapter 11 - Effective Techniques for Teaching MathChanging StandardsStudents 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 AssessmentSummary and DiscussionChapter 12 - Cases About Teaching Math Skills in Inclusive ClassroomsCase 1: Not a Sweet DealCase 2: Let's Talk Math SkillsCase 3: Two Wells Make a DamCase 4: Too Much Dividing At OnceCase 5: No Time for TimeChapter 13 - Effective Techniques for Teaching in the Content AreasProblems in the Content AreasStrategies and Techniques for Content AreaInstructionCourse OrganizerUnit OrganizerMake Sense StrategiesSupporting Reading and Writing in Content Area InstructionStrategies and Techniques for Science InstructionMnemonic InstructionEffective Techniques for Science Text ComprehensionStrategies and Techniques for Social Studies InstructionContent Enhancement RoutinesLevels of Learning and Associated Instructional TechniquesConclusionChapter 14 - Cases About Teaching Content and Study Skills in Inclusive ClassroomsCase 1: Inclusion and Behavior Issues in a Content Area ClassroomCase 2: Inclusion and Instruction in the Content AreasCase 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?Index
