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Teaching Students With Special Needs in Inclusive Classrooms
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Teaching Students With Special Needs in Inclusive Classrooms

Second Edition
Additional resources:

Other Titles in:
Inclusive Education

February 2019 | 504 pages | SAGE Publications, Inc

Inspire and equip current and future classroom teachers to ADAPT to the needs of all students.

Teaching Students with Special Needs in Inclusive Classrooms uses the research-validated ADAPT framework (Ask, Determine, Analyze, Propose, Test) to help teachers determine how, when, and with whom to use proven academic and behavioral interventions to obtain the best outcomes for students with disabilities. Through clear language and practical examples, authors Diane P. Bryant, Brian R. Bryant, and Deborah D. Smith show how to create truly inclusive classrooms through evidence-based practices and hands-on strategies. The Second Edition includes strategically reorganized chapters, a new chapter devoted to differentiated instruction, and new classroom footage and teacher interviews illustrating how readers can implement the strategies discussed in their own classrooms. With the help of this supportive guide, educators will be inspired to teach students with disabilities in inclusive settings and be properly equipped to do so effectively.

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Preface
 
About the Authors
 
Chapter 1 • Inclusive Teaching as Responsive Education
Setting the Stage  
What Is Inclusive Education?  
What Is Special Education?  
What Are the Origins of Special Education?  
What Laws and Court Decisions Protect Students With Disabilities?  
What Is a Disability?  
What Are Some Reasons for Disabilities?  
What Are the Characteristics of Students With Disabilities?  
Summary  
Review the Learning Objectives  
Revisit the Opening Challenge  
 
Chapter 2 • Delivery of Appropriate Services to Students With Special Needs
What Is the ADAPT Framework?  
What Are the Multi-Tiered Systems of Support and Response to Intervention?  
What Is the Evaluation and Identification Process?  
Who Are the Members of the Individualized Education Program Team?  
What Plans Guarantee Students With Disabilities an Appropriate Education?  
What Are Related Services and Who Are the Providers?  
How Are Students With Physical and Cognitive Needs Protected Under Section 504?  
How Are Students Identified and Served as Gifted and Talented?  
Who Are Students At Risk and How Do We Help Them Achieve Their Full Potential?  
Summary  
Review the Learning Objectives  
Revisit the Opening Challenge  
 
Chapter 3 • Developing Collaborative Partnerships in Schools and With Families
What Are the Characteristics of Collaboration?  
What Are Critical Prerequisite Skills for Effective Collaboration?  
How Can Professionals Work Together Collaboratively?  
How Can Professionals Collaborate With Paraprofessionals?  
How Can Professionals Collaborate With Families?  
Summary  
Review the Learning Objectives  
Revisit the Opening Challenge  
 
Chapter 4 • Culturally and Linguistically Diverse Learners and Families
How Can We Best Meet the Needs of Students in Our Culturally and Linguistically Diverse Classrooms?  
How Can We Apply the Response to Intervention Framework for Culturally and Linguistically Diverse Learners?  
What Constitutes Effective Multicultural Special Education Programs?  
What Is Bilingual Special Education?  
Summary  
Review the Learning Objectives  
Revisit the Opening Challenge  
 
Chapter 5 • Understanding Learners With Special Needs: High-Incidence Disabilities or Conditions
What Are the Categories for Students With Disabilities?  
How Are Disabilities Organized for Special Education?  
What Are the Attributes of Students With Learning Disabilities?  
What Are the Attributes of Students With Speech or Language Impairments?  
What Are the Attributes of Students With Attention-Deficit/Hyperactivity Disorder?  
What Are the Attributes of Students With Intellectual and Developmental Disabilities?  
What Are the Attributes of Students With Emotional or Behavioral Disorders?  
Summary  
Review the Learning Objectives  
Revisit the Opening Challenge  
 
Chapter 6 • Understanding Learners With Special Needs: Autism Spectrum and Low-Incidence Disabilities or Conditions
What are the Attributes of Students With Low-Incidence Disabilities?  
What Are the Attributes of Students With Autism Spectrum?  
What Are the Attributes of Students With Health Impairments or Special Health-Care Needs?  
What Are the Attributes of Students With Multiple-Severe Disabilities?  
What Are the Attributes of Students With Developmental Delay?  
What Are the Attributes of Students With Physical Disabilities?  
What Are the Attributes of Students Who Are Deaf and Hard of Hearing?  
What Are the Attributes of Students With Visual Disabilities?  
What Are the Attributes of Students With Traumatic Brain Injury?  
What Are the Attributes of Students With Deaf-Blindness?  
Summary  
Review the Learning Objectives  
Revisit the Opening Challenge  
 
Chapter 7 • Designing and Delivering Differentiated Instruction
What Is Differentiated Instruction?  
What Is the ADAPT Framework?  
What Are Effective Practices for Designing and Delivering Instruction?  
How Can Instructional Grouping Practices Promote Effective Instruction?  
Summary  
Review the Learning Objectives  
Revisit the Opening Challenge  
 
Chapter 8 • Promoting Access to the General Education Curriculum
What Is Universal Design for Learning?  
Universal Design for Learning and Its Applications  
What Guidelines Should Be Followed for Textbooks and Instructional Materials Used With Students Who Have Special Needs?  
What Are Assistive Technology Devices and Services for Promoting Access to the General Education Curriculum?  
Summary  
Review the Learning Objectives  
Revisit the Opening Challenge  
 
Chapter 9 • Assessment and Data-Based Decision Making
How Do We Use Data to Make Instructional Decisions?  
Why Do We Assess Students?  
How Do We Assess Students With Special Needs?  
How Do We Adapt and Modify Assessments for Students With Special Needs?  
Summary  
Review the Learning Objectives  
Revisit the Opening Challenge  
 
Chapter 10 • Promoting Positive Behavior and Facilitating Social Skills
What Practices Can Be Used to Foster Student Relationships and Communication?  
What Ways Can Be Used to Communicate Effectively With Students?  
What Are Effective Classroom Arrangement Practices?  
What Are the Goals of Misbehavior?  
How Can Problem Behaviors Be Assessed?  
What Instructional Strategies Are Available for Behavior Problems?  
How Can Safer Schools Be Promoted?  
Summary  
Review the Learning Objectives  
Revisit the Opening Challenge  
 
Chapter 11 • Teaching Reading
What Issues Are Related to Reading Instruction?  
What Are the Five Components of Reading?  
Summary  
Review the Learning Objectives  
Revisit the Opening Challenge  
 
Chapter 12 • Teaching Writing
Dysgraphia  
How Can Teachers Provide Effective Instruction and Adaptations for Writing?  
Summary  
Review the Learning Objectives  
Revisit the Opening Challenge  
 
Chapter 13 • Teaching Mathematics
What Are the Characteristics of Students With Mathematics Difficulties and Attributes of Effective Instruction?  
What Is Early Number Development and How Is It Taught?  
What Are Number Combinations and How Are They Taught?  
What Is Place Value and How Is It Taught?  
What Is Whole-Number Computation and How Is It Taught?  
What Are Rational Numbers and How Are They Taught?  
What Is Algebra and How Is It Taught?  
What Is Problem Solving and How Is It Taught?  
Summary  
Review the Learning Objectives  
Revisit the Opening Challenge  
 
Chapter 14 • Facilitating Content-Area Instruction and Study Skills
What Difficulties Do Students Demonstrate With Content-Area Instruction?  
How Can Teachers Teach Content-Area Vocabulary and Concepts?  
How Can Teachers Teach Students to Monitor Their Understanding  
How Can Students Learn From Textbook Instruction?  
How Can Teachers Promote Student Participation?  
How Can Teachers Help Students With Difficulties in Study Skills?  
What Are Ways to Facilitate Memorization and Test Taking?  
Summary  
Review the Learning Objectives  
Revisit the Opening Challenge  
 
Glossary
 
References
 
Index

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“A resource that can be beneficial to all pre-service teachers to help them understand how to adequately educate students with exceptionalities. The use of ADAPT is ideal for new teachers.”

Amy Freier
Trinity Bible College and Graduate School

“A great introduction to special education for the pre-service teacher intending to work in a general education setting.”

Michele Augustin
Washington University in St. Louis

“A comprehensive textbook on information concerning educating students with special needs/challenges in inclusive environments. It provides good foundation information on students with special needs/challenges.”

Robert Loyd
Armstrong State University

“This book is an essential must-have for beginning teachers to provide resources, strategies, and insight into working with the wide variety of students they will encounter in their classrooms. All beginning teachers should have this on their desk as a resource as it is easy to use and well-organized. A must have tool!”

Jill Choate
Fort Lewis College

I loved this book, the format, content and the activities and examples that are provided at all levels!

Deborah Quick
Curriculum/Instruction Dept, Suny-Oswego
December 6, 2018

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