This bestselling Inclusion text continues to provide the best source of practical strategies for teaching students with special needs in inclusive settings. Filled with examples and vignettes, the emphasis is always on teaching methods that promote student independence at all education levels. Its non-categorical approach helps teachers ensure all students’ success regardless of their specific categories of exceptionality.
Highlights of the Fifth Edition…
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Updated discussion of NCLB and IDEA 2004.
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NEW coverage of students with Asperger Syndrome and more prominent and detailed coverage of Autism Spectrum Disorders (ASD).
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New coverage of Response to Intervention (RTI) as an option for identifying students who may have learning disabilities, and relevant new information about Curriculum Based Assessment (CBA).
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IDEA 2004 changes beyond RTI, especially as they affect the possibility of 3-year IEPs, the potential dropping of short-term IEP objectives, procedures for resolving disagreements between parents and school districts, and how social skills are being addressed on IEPs in this era of school reform and accountability for academic achievement.
Integrated Multimedia Resources
MyEducationLab is a research-based learning tool that brings special education teaching to life. Through authentic in-class video footage, interactive simulations, rich case studies, and more, MyEducationLab prepares you for your teaching career by showing you what quality special education instruction looks like, providing examples of authentic teacher and student work, and much more. What’s more, MyEducationLab is easy to use.
In the Friend & Bursuck textbook, look for the MyEducationLab logo in the margins of the text and follow the simple link instructions to access the MyEducationLab video or activity that corresponds with the chapter content. For more information, go to www.myeducationlab.com.
See what Readers have to say…
“The information in this text is all valuable and important for the students we teach. Friend and Bursuck have done a comprehensive job in covering the very topics that educators should be aware of, know something about, or master. I commend the authors for such a fine job pulling together this very critical material.”
- Janetta Fleming Bradley, University of Tennessee at Chattanooga
“The style of writing is user-friendly. It feels like a conversation between a mentor and teacher is taking place.”
- Melina Alexander, Weber State University
“The use of student examples woven throughout the chapters makes the book very clear and realistic for future teachers who are coming to grips with the idea of inclusion. There are many practical and understandable real-life examples throughout the book.”
- Dr. Genevieve Howe Hay, College of Charleston
“ The 'INCLUDE' strategy is fantastic!” <BR> --"Laura M. Frey, East Carolina University" <P> “ The authors have done a very nice job of providing opportunities for students to interact with the material in meaningful ways. In this particular area, this is probably one of the best textbooks I have seen.” <BR> --"Melisa A. Reed, Marshall University" <P> “ There is great importance placed on the practical application of research-based practices. The text narrative is supplemented with applied research that is indispensable as it provides practical information that will lead to solutions and improve learning and instruction.” <BR> --"Opal Effie Laman, Texas Tech University" <P> New to this Edition: Fully reflects new IDEA 2004 and No Child Left Behind! Increased emphasis on assessment; Chapter 4: Assessing Student Needs, is presented earlier in order to underscore the importance of developing effective assessment practices. New! Working Together feature provides increased coverage of collaboration among school professionals and families. New! Working the Standards feature includes information on CEC and INTASC standards and how they apply to classroom teachers. New! INCLUDE margin icon shows how the text's unique and practical teaching model applies throughout the chapters. Includes updated information on high-stakes testing of students with disabilities (Chs. 1 & 4). Increased coverage of ADHD and autism spectrum disorders (Ch. 6). Updated information about differentiated instruction and universal design (Ch. 5). Technology Advantage!<BR> MyLabSchool is a collection of online tools designed to help your students easily make the transition from student toteacher.<BR> Available in two different platforms — Website and CourseCompass — MyLabSchool allows your students to observe real classrooms in action. And with easily assigned material for class preparation, you save time out of your busy schedule. MyLabSchool also helps stude
Features
Preface
1. The Foundation for Educating Students with Special Needs
Learner Objectives
Key Terms and Concepts
What Key Terms and Concepts Define Special Education?
Least Restrictive Environment
Mainstreaming
Inclusive Practices
How Did Today’s Special Education Services Come to Exist?
The Development of Education for Students with Disabilities
The Impact of the Civil Rights Movement on Special Education
The Legislative Basis for Contemporary Special Education
What Are Current Perspectives on Inclusive Practices?
A Problem of Definition
Perceptions of School Professionals
Perceptions of Parents
Student Outcomes
Putting the Pieces Together
Who Receives Special Education and Other Special Services?
Categories of Disability in Federal Law
Cross-Categorical Approaches to Special Education
Other Students with Special Needs
Summary
Applications in Teaching Practice: Understanding Contemporary Special Education Practices
Working the Standards
Further Readings
2. Special Education Procedures and Services
Learner Objectives
Key Terms and Concepts
Who Are the Professionals in Special Education?
General Education Teachers
Special Education Teachers
Other Specialists and Related Service Providers
How Can You Decide Whether a Student Need Might Be a Disability?
Analyze Unmet Needs
Communicate Your Observations and Try Your Own Interventions
How Do Students Obtain Special Services?
Initial Consideration of Student Problems
The Special Education Referral and Assessment Process
Decision Making for Special Services
Monitoring Special Education Services
What Is an Individualized Education Program?
Required Components of an IEP
The Value of IEPs
What Services Do Students with Disabilities Receive?
Special Education and Related Services
Student Placement
Summary
Applications in Teaching Practice: A Visit to an MDT Meeting
Working the Standards
Further Readings
3. Building Partnerships through Collaboration
Learner Objectives
Key Terms and Concepts
What Are the Basics of Collaboration?
Characteristics of Collaboration
Prerequisites for Collaboration
What Are Effective Applications of Collaboration in Schools That Foster Inclusion?
Shared Problem Solving
Co-Teaching
Working on a Team
Consultation
How Can You Work Effectively with Parents?
Understanding the Perspective of Family Members
Parents’ Reactions to Their Child’s Disability
Family-Centered Practices
Collaborating with Parents
How Can You Work Effectively with Paraprofessionals?
Understanding Your Working Relationship with Paraprofessionals
Collaborating with Paraprofessionals
Summary
Applications in Teaching Practice: Collaboration in the Washington
School District
Working the Standards
Further Readings
4. Assessing Student Needs
Learner Objectives
Key Terms and Concepts
How Do Your Student Assessments Contribute to Special Education Decisions?
Screening
Diagnosis
Program Placement
Curriculum Placement
Instructional Evaluation
Program Evaluation
What Information Sources Are Used in Programming for Students with Special Needs?
High-Stakes Achievement Tests
Standardized Achievement Tests
Psychological Tests
Alternate Assessments
Curriculum-Based Assessments
What Kinds of Curriculum-Based Assessments Can You Create for Your Students?
Probes of Basic Academic Skills
Content-Area Assessments
How Are Curriculum-Based Probes Used to Make Special Education Decisions?
Peer Comparison in Screening
Fluency and Accuracy in Diagnosis
Skill Mastery and Curriculum Placement
Monitoring Student Progress and Instructional Evaluation
Summary
Applications in Teaching Practice: Collecting and Using Assessment
Information
Working the Standards
Further Readings
5. Planning Instruction by Analyzing Classroom and Student Needs
Learner Objectives
Key Terms and Concepts
How Can the INCLUDE Strategy Help You Make Reasonable Adaptations for Students with Special Needs?
Step 1: Identify Classroom Demands
Step 2: Note Student Learning Strengths and Needs
Step 3: Check for Potential Areas of Student Success
Step 4: Look for Potential Problem Areas
Step 5: Use Information to Brainstorm Adaptations
Step 6: Decide Which Adaptations to Implement
Step 7: Evaluate Student Progress
How Is an Inclusive Classroom Organized?
Physical Organization
Routines for Classroom Business
Classroom Climate
Classroom Rules
Monitoring
The Use of Time
How Can You Group All Your Students for Instruction in Inclusive Classrooms?
Whole-Class or Large-Group Instruction
Small-Group Instruction
One-to-One Instruction
How Can You Evaluate Instructional Materials for Inclusive Classrooms?
Textbooks
Manipulatives and Models
Technology
How Can You Analyze Instructional Methods in Relation to Student Needs?
Elements of Direct Instruction
Indirect Methods of Instruction
Scaffolding
Independent Student Practice
Evaluation of Student Performance
Summary
Applications in Teaching Practice: Planning Adaptations in the Instructional Environment
Working the Standards
Further Readings
6. Students with Low-Incidence Disabilities
Learner Objectives
Key Terms and Concepts
What Are Low-Incidence Disabilities?
What Accommodations Can You Make for Students with Moderate, Severe, or Multiple Disabilities?
Students with Moderate to Severe Intellectual Disabilities
Accommodations for Students with Moderate to Severe Intellectual Disabilities
Students with Multiple Disabilities
Deaf-Blindness
What Accommodations Can You Make for Students with Sensory Impairments?
Students with Visual Impairments
Students with Hearing Loss
Accommodations for Students with Visual Impairments
Accommodations for Students Who Are Deaf or Hard of Hearing
What Accommodations Can You Make for Students with Physical, Medical, or Health Disabilities?
Orthopedic Impairments
Other Health Impairments
Traumatic Brain Injury
What Accommodations Can You Make for Students with Autism Spectrum Disorders?
Characteristics of Students with Autism Spectrum Disorders
Accommodations for Students with Autism Spectrum Disorders
Summary
Applications in Teaching Practice: Planning Adaptations for Students with Low-Incidence Disabilities
Working the Standards
Further Readings
7. Students with High-Incidence Disabilities
Learner Objectives
Key Terms and Concepts
What Are High-Incidence Disabilities?
What Accommodations Can You Make for Students with Communication Disorders?
Understanding Speech Problems
Understanding Language Problems
Accommodations for Students with Communication Disorders
What Are the Academic Needs of Students with Learning and Behavioral Disabilities?
Reading Skills
Written Language Skills
Math Skills
Learning Skills
What Are the Social and Emotional Needs of Students with Learning and Behavioral
Disabilities?
Interpersonal Skills
Personal and Psychological Adjustment
What Accommodations Can You Make for Students with Learning and Behavioral
Disabilities?
Addressing Academic Needs
Addressing Social and Emotional Needs
Summary
Applications in Teaching Practice: Using the INCLUDE Strategy with Students with High-Incidence Disabilities
Working the Standards
Further Readings
8. Other Students with Special Needs
Learner Objectives
Key Terms and Concepts
Which Students Are Protected by Section 504?
Understanding Section 504
Section 504 and Students with Medical and Health Needs
How Can You Accommodate Students with Attention Deficit—Hyperactivity Disorder (ADHD)?
Characteristics and Needs of Students with Attention Deficit—Hyperactivity Disorder
Interventions for Students with Attention Deficit—Hyperactivity Disorder
Families of Children with Attention Deficit—Hyperactivity Disorder
How Can You Accommodate Students Who Are Gifted and Talented?
Characteristics and Needs of Students Who Are Gifted and Talented
Cognitive Abilities and Academic Skills
Interventions for Students Who Are Gifted and Talented
What Are the Needs of Students from Culturally Diverse Backgrounds?
Diversity and Special Education
Cultural Awareness
Families and Diversity
Multicultural and Bilingual Education
How Can You Meet the Needs of Students Who Are at Risk?
Characteristics and Needs of Students at Risk
Interventions for Students at Risk
Summary
Applications in Teaching Practice: Diversity in a High School Class
Working the Standards
Further Readings
9. Instructional Adaptations
Learner Objectives
Key Terms and Concepts
How Can You Make Accommodations for Students with Special Needs in Basic Skills Instruction?
Teaching Preskills
Selecting and Sequencing Examples
Deciding the Rate of Introduction of New Skills
Providing Direct Instruction and Opportunities for Practice and Review
How Can You Make Accommodations for Students with Special Needs When Teaching Subject-Area Content?
Activating Background Knowledge
Organizing Content
Teaching Terms and Concepts
How Can You Improve Clarity in Written and Oral Communication?
Clarity in Written Communication
Clarity in Oral Communication
How Can You Involve Parents in Teaching Their Children?
What Adaptations Can You Make to Help Students
Succeed in Independent Practice?
Adapting Seatwork Assignments
Providing Feedback on Independent Practice Activities
Adapting Homework Assignments
Involving Parents in the Homework Process
Making Instructional Modifications for Students with Moderate to Severe Disabilities
Summary
Applications in Teaching Practice: Developing a Repertoire of Instructional Adaptations
Working the Standards
Further Readings
10. Strategies for Independent Learning
Learner Objectives
Key Terms and Concepts
How Can You Encourage Student Self-Awareness and Self-Advocacy?
How Can You Effectively Teach Independent Learning Strategies in Class?
Assessing Current Strategy Use
Clarifying Expectations
Demonstrating Strategy Use
Encouraging Students to Memorize Strategy Steps
Providing Guided and Independent Practice
Administering Posttests
What Are Some Examples of Successful Learning Strategies?
Word Identification and Reading Fluency Strategies
Vocabulary Strategies
Reading Comprehension Strategies
Listening and Note-Taking Strategies
Writing Strategies
Strategies for Using Technology to Improve Student Writing
Strategies for Problem Solving in Math
Strategies for Managing Time and Resources
How Can Students Learn to Use Strategies Independently?
Self-Instruction
Self-Monitoring
Self-Questioning
Self-Reinforcement
Summary
Applications in Teaching Practice: Designing Strategies for Independence
Working the Standards
Further Readings
11. Evaluating Student Learning
Learner Objectives
Key Terms and Concepts
How Can Classroom Tests Be Adapted for Students with Special Needs?
Adaptations before the Test
Adaptations during the Test
Adaptations after the Test
How Can Report Card Grades Be Adapted for Students with Special Needs?
Changes to Letter and Number Grades
Making Grading Adaptations for Students with Disabilities
How Can Performance-Based Assessment Benefit Students with Special Needs?
How Can Portfolio Assessment Benefit Students with Special Needs?
Summary
Applications in Teaching Practice: Adapting Evaluations for Students with Special Needs
Working the Standards
Further Readings
12. Responding to Student Behavior
Learner Objectives
Key Terms and Concepts
What Are Positive Behavioral Interventions and Supports?
How Can You Prevent Discipline Problems?
Instructional Environments Conducive to Learning
Effective Classroom Communication
Effective Teaching Methods
Schoolwide Strategies
How Can You Promote Positive Group Behavior?
Token Economy
Other Peer-Mediated Approaches
What Are Effective Strategies for Responding to Minor Individual Behaviors?
Use Minimum Interventions
Manage Students’ Surface Behaviors
How Can Functional Behavior Assessment Help You Respond to Serious Individual Behaviors?
Rationale for Functional Behavior Assessment
Verifying the Seriousness of the Problem
Defining the Problem Behavior
Collecting Data to Better Understand the Behavior
Analyzing the Data and Forming Hypotheses
Developing a Behavior Intervention Plan
Implementing the Plan
Monitoring the Plan’s Effectiveness
What Are Effective Strategies for Responding to Serious Individual Behaviors?
Increasing Desirable Behaviors
Decreasing Undesirable Behaviors
Using Behavior Contracts
How Can You Help Students Manage Their Own Behavior?
Cognitive Behavior Management Strategies
Teaching Cognitive Behavior Management Strategies
Summary
Applications in Teaching Practice: Developing Strategies for Responding to Individual Student Behavior
Working the Standards
Further Readings
13. Building Social Relationships
Learner Objectives
Key Terms and Concepts
What Is Your Role in Promoting Positive Social Interactions among Students with and without
Disabilities?
Creating Opportunities for Social Interactions
Nurturing Support and Friendship
Providing Positive Role Models
How Can You Provide Education about Individuals with Disabilities?
Informing through Direct Instruction
Using Video and Print Media
Demonstrating and Using Adaptive Technology
How Can You Develop and Support Peer Tutoring?
Developing Peer Tutoring Programs
Supporting Peer Tutoring Programs
How Can You Use Cooperative Learning Strategies to Facilitate Social Inclusion?
The Rationale for Cooperative Learning
Characteristics of Cooperative Learning Approaches
Developing Cooperative Learning Programs
How Can You Help Students with Disabilities Improve Their Social Skills?
Using Informal Instruction
Using Behavioral Interventions
Using Social Skills Training Programs
Final Thoughts About Inclusion and the INCLUDE Strategy
Summary
Applications in Teaching Practice: Planning for Promoting Positive Peer
Relations
Working the Standards
Further Readings
Glossary
References
Name Index
Subject Index
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