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E-book: Inclusive Instruction: Evidence-Based Practices for Teaching Students with Disabilities

3.60/5 (6 ratings by Goodreads)
(University of Florida, United States), (University of Florida, United States), (University of Kansas, United States), (University of Florida, United States)
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"This accessible book presents research-based strategies for supporting K-8 students with high-incidence disabilities in becoming accomplished learners. The authors clearly describe the core components of effective inclusive instruction, showing how to recognize and respond to individual students' needs quickly and appropriately. Teachers are provided with essential tools for managing inclusive classrooms; planning a curriculum that fosters concept development across content areas, promotes strategic learning, and builds fluent skill use; and integrating technology into instruction. Case examples illustrate ways that special and general education teachers can work together successfully to solve complex learning problems and improve outcomes for students who are struggling"-- Provided by publisher.

This accessible book presents research-based strategies for supporting K-8 students with high-incidence disabilities to become accomplished learners. The authors clearly describe the core components of effective inclusive instruction, showing how to recognize and respond to individual students' needs quickly and appropriately. Teachers are provided with essential tools for managing inclusive classrooms; planning a curriculum that fosters concept development across content areas, promotes strategic learning, and builds fluent skill use; and integrating technology into instruction. Case examples illustrate ways that special and general education teachers can work together successfully to solve complex learning problems and improve outcomes for students who are struggling.

Reviews

Responding to the increased focus on inclusive education in today's schools, this book gives teachers expert guidance about evidence-based practices and how to implement them. The emphasis on collaborative inquiry offers a unique approach to planning instruction and supporting students in learning challenging content.--Diane Haager, PhD, Division of Special Education and Counseling, California State University, Los Angeles This book provides a depth and breadth of knowledge for elementary and special education teachers and other professionals working in inclusive settings or taking a university course on effective practices for students with disabilities. It presents practical tools that are grounded in research. The strategies and techniques needed to support students with disabilities are embedded in illustrative case examples. A 'must read.'--Lisa A. Dieker, PhD, College of Education, University of Central Florida

If you want to make a difference for students, this is a great resource. Brownell and her associates are outstanding teachers and authors. I plan to use this book to provide my teachers with excellent instructional practices that will work for all students.--Elizabeth A. LeClear, EdD, Principal, Rawlings Elementary School, Gainesville, Florida-

PART I RECOGNIZING OUR PROFESSIONAL RESPONSIBILITIES TO STUDENTS AND UNDERSTANDING THEIR NEEDS
1 Recognizing Professional Responsibilities to Students with Disabilities in Inclusive Classrooms
3(13)
Study Guide Questions
3(1)
Including Students with Learning and Behavior Problems
3(6)
Recognizing Responsibilities to Special Education Students in Inclusive Environments
9(2)
Making Classrooms Conducive to Learning
11(4)
Final Thoughts
15(1)
2 Recognizing the Individual Needs of Students with High-Incidence Disabilities
16(15)
Study Guide Questions
16(1)
Recognizing Individual Needs
17(1)
What Makes a Student an Accomplished Learner?
17(3)
Why Do Some Students Struggle to Become Accomplished Learners?
20(1)
Challenges for Struggling Students
20(9)
Accomplished Inclusion Teachers Recognize the Special Needs of Learners
29(2)
3 Recognizing the Qualities of Successful Inclusive Teachers
31(12)
Study Guide Questions
31(1)
Beliefs, Knowledge, and Classroom Practice of Accomplished Inclusive Teachers
32(9)
The Path to Becoming an Accomplished Inclusive Teacher
41(2)
4 Recognizing the Need for Collecting Meaningful Data
43(22)
Study Guide Questions
43(1)
Assessment in Schools: What Classroom Teachers Need to Know
44(21)
PART II RESPONDING WITH EFFECTIVE INSTRUCTION AND TECHNOLOGY SUPPORTS
5 Planning Effective Classroom Instruction
65(26)
Study Guide Questions
65(1)
What Should Teachers Know about Planning Effective Classroom Instruction
66(1)
A Framework for Planning Instruction
67(9)
Instructional Planning in Order to Access Learning
76(7)
Developing Accommodations
83(8)
6 Fostering Concept Development
91(21)
Study Guide Questions
91(1)
What Should Teachers Know about Concept Development?
92(2)
How Is Vocabulary Related to Concept Learning?
94(1)
What Do Teachers Need to Know about Students' Learning Needs?
94(1)
What Instructional Strategies Are Recommended?
95(17)
7 Creating Strategic Learners
112(21)
Study Guide Questions
112(1)
What Should Teachers Know about Creating Strategic Learners?
113(1)
A Framework for Teaching Strategies
113(20)
8 Building Fluent Skills Use
133(24)
Study Guide Questions
133(1)
What Should Teachers Know about Fluency Building?
134(3)
Effective Instructional Strategies for Building Fluency
137(20)
9 Managing Inclusive Classrooms
Kristin Murphy
157(1)
Study Guide Questions
157(1)
Why Well-Managed Classrooms Are Important for All Students
158(2)
Prevention and Intervention
160(1)
Understanding Classroom Behavior Problems
160(3)
Preventing Classroom Discipline Problems
163(10)
Intervening with More Chronic Student Behavior Issues
173(6)
Concluding Thoughts
179(3)
10 Using Evidence and Collaborative Inquiry Successfully in Inclusive Classrooms
Elizabeth Filippi
182(1)
Study Guide Questions
182(1)
Using Evidence and Collaborative Inquiry
183(1)
What Should Teachers Know about Collaboration?
184(1)
What Does Collaboration Look Like in Inclusive Schools?
185(7)
What Challenges Might Teachers Encounter?
192(2)
Building Trust and Negotiating Conflict
194(2)
Establishing a Professional Community
196(3)
Concluding Thoughts
199(2)
References 201(13)
Index 214
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Mary T. Brownell, PhD, is the Irving and Rose Fien Endowed Professor of Education and Director of the National Center to Inform Policy and Practice in Special Education Professional Development at the University of Florida. Over the course of her career, Dr. Brownell has focused her work on special education teacher quality and retention, teacher development through collaboration and Reading First coaching, education for teachers working with students with disabilities and other high-risk learners, and professional development in literacy for teachers of high-risk learners. She has published over 50 book chapters and articles and has been recognized by the University of Florida with two teaching and research awards. Â Sean J. Smith, PhD, is Associate Professor of Special Education at the University of Kansas in Lawrence. Dr. Smithâs background is in the area of special education and technology, and he has authored and presented a number of articles on the subject. He is also a project director for several U.S. Department of Education program initiatives on the integration of technology components into teacher preparation programs and classroom instruction for students with disabilities and on the development of a virtual social skills training experience for students with autism. Dr. Smith is an associate editor of Teaching Exceptional Children and has served as an associate editor of the Journal of Special Education Technology. Â Jean B. Crockett, PhD, is Professor and Director of the School of Special Education, School Psychology, and Early Childhood Studies at the University of Florida. Dr. Crockettâs research interests address the relationship between policy reform initiatives and the instruction of exceptional learners. She is the author of more than 40 publications on instructional programming and placement issues for students with disabilities; the conceptual, historical, and legal foundations of special education; and frameworks for conducting special education in contemporary schools. Dr. Crockett is a past president of the Division for Research of the Council for Exceptional Children and the special education editor for the Journal of Law and Education. Â Cynthia C. Griffin, PhD, is Professor in the School of Special Education, School Psychology, and Early Childhood Studies at the University of Florida. Dr. Griffinâs early research focused on intervention studies in reading for students in inclusive elementary classrooms. She also coordinated internship programs in special education and studied novice special education teachers. She subsequently pursued intervention research focused on elementary school mathematics for students with disabilities. Dr. Griffin is studying teachersâ knowledge of mathematics, their classroom practices, and the influence these factors have on student achievement in math. She has been recognized as a University of Florida Research Professor.

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