Synopses & Reviews
Focusing on quality classroom instruction, Practical Strategies for the Inclusive Classroom presents pre-service teachers, alternate route candidates, and in-service teachers with highly practical research-based practices to promote inclusion in the classroom. With this first book in the Pathways to Teaching Series you will learn to successfully promote learning for all students through a unique two-tiered research-based process that includes:
- A problem-solving approach to identify if a problem exists or could exist, what hypothesis should be made, and why the problem is occurring.
- A framework for selecting and employing research-based strategies/interventions for the identified problem.
This text also provides universal interventions that can be used on an on-going basis in your classroom and across all ability and grade levels.
Features for Your Success
- A matrix aligning this text with the Interstate New Teacher Assignment and Support Consortium (INTASC) Standards for Beginning Teachers can be found inside the front cover.
- Each chapter includes:
- Information on diversity, technology, classroom collaboration and standards-based education.
- A Chapter-at-a Glance illustration and Learner Objectives that outline and organize the chapter material.
- An opening vignette and real life examples throughout encourage you to make connections between the chapter and classroom applications.
- A Summary as well as Resources and Suggested Readings help you reflect on and further explore the chapter content.
Pathways to Teaching Series
Visit Pearson’s online catalog (www.prenhall.com) for a look at additional books in this series covering:
- Assessment,
- General methods,
- English language learners,
- and Classroom management.
Synopsis
This brief Inclusion text presents highly practical and research-based strategies for promoting learning for all students in the classroom. The book is presented in a two-tier process that includes taking a problem-solving approach to identify problems and a framework for selecting and employing research based strategies or interventions for the identified problem. The text also provides universal interventions that can be used on an on-going basis in the classroom and across all ability and age levels. These strategies require little or no resources.
This is the first in a series of eight texts to address teacher shortage and professional development issues. Teachers with degrees are now seeking alternate areas of certification in this age of standards- based educational reform. This text presents practical, research-based interventions to be used to provide access to the curriculum for students with special needs, as they will now also be required to take standardized tests.
Each chapter includes a Chapter-at-a-Glance illustration, Learner Objectives, Vignettes, Summary, and Resources and Suggested Readings. Every chapter will also include information on diversity, technology, classroom collaboration, and standards-based education. A matrix for the INTASC standards for Beginning Teachers and how it aligns with the chapters in the book is located on the inside cover.
Table of Contents
CHAPTER 1: Setting the Stage: The Big Pictures
THE CURRICULUM MAZE
Two Magic Words
Expanding the Process
ESTABLISHING A COMMON VOCABULARY
CHAPTER 2: The Process: Collaboration and Co-Teaching
LEGISLATION AT WORK
Section 504
The Education for all Handicapped Children
IDEA and NCLB
EDUCATORS AND EXPANDING ROLES
EFFECTIVE COLLABORATION
Effective Collaboration Tips for Special Educators, General Educators, and Administrators
CO-TEACHING
CHAPTER 3: Systematic Assessment for Inclusion: The SAALE Model
WHAT RESEARCH HAS TO SAY
LOGICAL CONNECTIONS: PUTTING WHAT YOU KNOW INTO THE SAALE MODEL
Where the SAALE Model Fits into the School Day
THE INTERVENTION/TRANSITION CHECKLIST
SAALE PROCESS AND UPCOMING CHAPTERS
CHAPTER 4: Adapting the Learning Environment
SOCIOEMOTIONAL ADAPTATIONS FOR THE CLASSROOM
TEACHER ATTITUDES
The Special Education Teacher's Role in Preparing the General Education Teacher
Communication
STUDENT ATTITUDES AND SELF-ESTEEM
Preparing for Inclusion
ADAPTING THE BEHAVORIAL ENVIRONMENT
The Teacher Sets the Tone
Providing Class Structure
Managing Students
ADAPTING THE PHYSICAL ENVIRONMENT
Grouping for Instruction
Classroom Design
CHAPTER 5: Adapting Lesson Plans
THE PROCESS OF LESSON PLANNING AND STANDARDS
Standards
Collaboration in Lesson Planning
Components of a Lesson Plan
LESSON PLANNING AND THE GUIDING PRINCIPLES
INTEGRATION OF BEST PRACTICE INTO LESSONS
DEVELOPING A STANDARDS-BASED LESSON PLAN
CHAPTER 6: Adapting Teaching Techniques
HOW STUDENTS LEARN
Learning and Cognitive Styles
Conditions Affecting Learning Styles
ADAPTING TEACHING TECHNIQUES
Teaching Modes
CHAPTER 7: Adapting the Format of Content
ORGANIZING CONTENT
Directions
Worksheet Modifications
The Note-Taking Process
Study Guides
General Study Tips for Secondary Students
ADAPTING THE PRESENTATION OF CONTENT
ADAPTING ASSIGNMENTS
Tips for Assignments
Assignment Assumptions
Types of Assignments
CHAPTER 8: Adapting Assessment, Evaulation and Grading
STANDARDS
Assessment and Laws
TESTING TYPES
Standards and High Stakes State Tests
Major District Standardized Tests
Classroom-Embedded Assessment
GRADING STUDENTS IN INCLUSIVE SETTINGS
GRADING AND ASSESSMENT
Alternative Methods of Grading
Marking or Grading Tests
Providing Feedback to Students and Parents
References
Glossary
Index