Inclusion in the Classroom

This practical guide connects research and application with over 40 strategies for today s inclusive classroom, including methods for differentiating instruction for children with special needs.

Practical understanding and realistic curricular adaptations for ensuring the successful inclusion of students with special needs, ages three to eight Adapting Early Childhood Curricula for Children with Disabilities and Special Needs uses a developmental focus, rather than a disability orientation, to discuss typical and atypical child development and curricular adaptations. The integrated, non-categorical approach assumes that children are more alike than different in their development. -publisher

Describes the inception, development and implementation of an inclusive autism spectrum disorders program along with evidence-based teaching techniques and strategies.

"Packed with practical tips, tools, and vignettes, Collaborative Teaming shows your staff how to work together effectively to support students with disabilities in inclusive classrooms. Perfect for independent study, inservice training, or preservice study, this reader-friendly guide will get teachers on board with collaborative teaming and give them fresh ways to improve the academic progress and behavior of all students." -publisher

Throughout the chapters of this book, the reader will be introduced to the thirteen disability categories included in IDEA (specific learning disabilities, emotional/behavioral disorders, autism, other health impaired, intellectually disabled, multiple disabilities, speech or language impairments, traumatic brain injury, hearing impairment, deaf/blind, deafness, visual impairment, and orthopedic impairment), using the legally established definitions. Lengthy descriptions of best practices, modifications and accommodations follow, offering a complete picture of each disability and how educators and parents collaboratively can assist the struggling student. -publisher

The monograph features articles that highlight the blending or merging of practices from multiple paradigms to best support all young children regardless of developmental, cultural, or linguistic ability. The monograph is dedicated to discussing and providing evidence of how blended practices lead to quality instruction for all young children. Articles included are empirically based that add to the evidence regarding innovative instructional practices.

The DEC recommended practices provide guidance to families and professionals about the most effective ways to improve learning outcomes and promote development of young children, birth through age 5, who have, or are at-risk for, developmental delays or disabilities.

Environment affects children's health and development and is integral to every interaction a child might have with people, built space, materials, and even time. Practitioners, families, and leaders can influence and advocate for positive changes to environments that in turn improve child outcomes. In this issue, the second release in the DEC Recommended Practices Monograph Series, we focus on environment as an essential area of attention for practitioners who support young children with disabilities and their families. As one of the eight topic areas in the DEC Recommended Practices, Environment intersects with several other topic areas, and decisions made here can impact the quality of care and education we provide while showing measurable influence on expected outcomes.

This essential book offers clear guidelines for determining if the Culturally Linguistically Diverse (CLD) students and English Language Learners (ELL) in your general education classroom are experiencing typical language differences, learning disabilities, or both. By combining helpful case-studies with insightful research, the authors provide a framework for differentiating instruction that uses culturally appropriate interventions to build upon student strengths while creating a foundation for further learning and achievement.

"[H]elps you identify and address diverse student needs within the flipped classroom environment. Includes practical, standards-aligned tools to design and manage at-home and at-school learning experiences while checking for individual student understanding." -publisher

Disability and Inclusive Communities intends to help readers learn how to build communities that fully include people with disabilities. Often our social practices unintentionally exclude those with disabilities by making it difficult for them to fully participate in the community. These practices hurt those whom we exclude. But they are also bad for our communities as a whole. Our communities--from our churches to our schools to our workplaces--are worse off when we exclude those with disabilities. -publisher

Disability Studies and the Inclusive Classroom is a core textbook that integrates knowledge and practice from the fields of disability studies and special education. The second edition has been fully revised and updated throughout to include stronger connections between race, class, sexual orientation, gender, and disability to emphasize intersecting identities and experiences; stronger emphasis on curriculum and teaching rather than on attitudes toward disability; and updates to current events, cultural references, resources, research literature, laws, and policies. -publisher

Dismantling the Disabling Environments of Education: Creating New Cultures and Contexts for Accommodating Difference challenges assumptions that view people of difference to be "abnormal," that isolate attention to their difference solely in the individual, that treat areas of difference as matters of deficiency, and that separate youth of difference from the mainstream and treat them as pathologized. -publisher

This edited volume is for professionals and researchers in the field of special education, policy makers, parents and teachers, and school management. It would be of interest to people working on diversity and inclusive education as well as in early childhood education organisations. NGOs working in the area of special education will find this particularly useful.

In "Educating Learners with Down Syndrome," editors Rhonda Faragher and Barbara Clarke have brought together a number of expert contributors, whose chapters review recent findings in the field of DS education, highlight promising practices, and identify areas for future research. While the emphasis is primarily on the school years, links to early intervention and to life post-16 are made.

" Filled with ready-to-use teaching tips, insights from inclusive educators, and examples that relate directly to everyday classroom experiences, this book will help general and special educators collaborate effectively and build a great "toolbox" of strategies to support all learners within inclusive classrooms." -publisher

This book presents lessons learned from in-depth case studies of some of our most effective inclusive public schools. The authors conclusively demonstrate that schools can educate students with mild and severe disabilities in general education classrooms by providing special education services that link to and bolster general education instruction.

This introductory guide gathers everything you need to know to launch a successful inclusive early childhood program—and get critical buy-in from your whole staff.

This timely and essential book provides a comprehensive guide for school leaders who desire to engage their school communities in transformative systemic change. Sharon I. Radd, Gretchen Givens Generett, Mark Anthony Gooden, and George Theoharis offer five practices to increase educational equity and eliminate marginalization based on race, disability, socioeconomics, language, gender and sexual identity, and religion. For each dimension of diversity, the authors provide background information for understanding the current realities in schools and beyond, and they suggest "disruptive practices" to replace the status quo in order to achieve full inclusion and educational excellence for every child.

Differentiated instruction is simple and fun with this treasure trove of ready-to-use adaptations for grades K-12. Teachers will love the 100 creative NEW ideas in this illustrated guide, perfect for meeting the learning needs of all students in inclusive classrooms.

The purpose of this book is to summarize the research literature regarding how students might be provided classrooms and schools that are both inclusive and effective.

High Leverage Practices for Inclusive Classrooms offers a set of practices that are integral to the support of student learning, and that can be systematically taught, learned, and implemented by those entering the teaching profession. The book focuses primarily on Tiers 1 and 2, or work that mostly occurs with students with mild disabilities in general education classrooms; and provides rich, practical information highly suitable for teachers, but that can also be useful for teacher educators and teacher preparation programs. This powerful, research-based resource offers twenty-two brief, focused chapters that will be fundamental to effective teaching in inclusive classrooms.

This book examines the role played by technologies in removing the disadvantage experienced by students with disabilities in higher education. Addressing five key themes, the editor and contributors explore the practices required of stakeholders within higher education institutions to mediate successful and supportive relationships between disabled learners and their technologies. Ultimately, the book argues that practice in the fields of disability, ICT and higher education is still not providing consistent and widespread positive learning experiences to students with disabilities. In order to address this situation, the field needs to creatively integrate knowledge gained through both research and practice, and to re-imagine what is needed for ICT to meaningfully contribute to a reduction in disadvantage for disabled students. This book will be of interest and value to scholars of disability studies, education and accessibility, and educational technologies.

"Inclusion: Teachers' Perspectives and Practices" delineates timely strategies that address teachers' concerns regarding the inclusive environment. Prior research is amalgamated with author Faith Andreasen's investigation to arm the reader with a variety of appropriate student supports with the goal of strengthening inclusionary practice. -book description

Lead your team to inclusion success—with quantifiable results! Use Karten’s hands-on guide to establishing coaching baselines, introducing research-based inclusion strategies, and promoting inclusion schoolwide.

Eredics introduces you to the what and how of inclusion in this motivating, reader-friendly guidebook. You'll start with a big-picture guide to creating an inclusive culture in your classroom and school, with invaluable guidance on key topics like team collaboration, universal design for learning, co-teaching, social-emotional supports, and accommodations. Then you'll get 40 specific, teacher-tested strategies to modify your curriculum for students who work below grade level. Ready to use in your classroom right away, each strategy comes with student goals, simple step-by-step directions and implementation tips, suggested interventions and extensions, and samples of authentic student work that illustrate the strategy in action. -publisher

The new edition of this insightful text on inclusion offers an overview of issues faced by practitioners. Full of practical activities, it helps both students and practitioners develop their own inclusive practices.

Teaching students with diverse needs require educators to employ empathy, responsiveness, and patience. This book has long been the indispensible resource for K-12 teachers as they confidently form lesson plans and strategies for inclusion. In this new edition, Toby J. Karten’s data-driven methods are updated with the latest research and policy developments.

The tools you need to build meaningful inclusive practices into your education program can be found in this guide, featuring materials relevant to all stages of implementation, The Inclusion Toolbox is an all-in-one resource that combines research-based strategies and practical tools to help you design and implement a truly inclusive education program.

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.

This book provides clear and flexible frameworks for effective inclusive teaching, and explains how to teach and plan for supporting any child’s learning, no matter what their needs are.

Richard A. Villa and Jacqueline S. Thousand provide an in-depth, research-based guide for ensuring that your school provides the federally guaranteed "least restrictive environment" for students no matter the severity of the challenges they face. Leading an Inclusive School: Access and Success for ALL Students offers administrators, teachers, and other educators working to promote inclusion a wealth of information about the history and research base of inclusive education in the United States. --publisher

"Leading for Differentiation lays out the reflective thinking and action-oriented steps necessary to launch a system of continuous professional learning, culture building, and program assessment that will allow differentiation to flourish in every classroom." -publisher

Lessons Learned from the Special Education Classroom offers practical techniques and research-based suggestions where all students, regardless of their abilities, are actively engaged in a vigorous, scaffolded, differentiated classroom taught by a compassionate, equitable teacher. With 25 years of classroom expertise, the author shares her down-to-earth suggestions for building classroom community and embracing all learners while offering concrete suggestions for creating respectful parent and student partnerships. At the end of each chapter, Peg outlines how to use the chapter in a professional book club, as a PLC resource, and as a Professional Development supplement.

An indispensable resource for K-12 educators and autism specialists, this highly practical book shows how to include students with autism spectrum disorders (ASD) in general education settings.

Preschool inclusion is about much more than placing a child in a general education classroom. A network of creative, effective supports must be in place for the child, the teachers, and the program; and this comprehensive textbook shows how to make it happen. Future educators will get a thorough introduction to inclusions supports: evidence-based practices and strategies that help children with disabilities fully participate in preschool classrooms. With a strong emphasis on collaboration among all members of the education team, this text leads professionals step by step through every aspect of successful preschool inclusion, from designing an effective program to preparing all children for a smooth transition to kindergarten. An ideal textbook for preservice educators, and a valuable reference for early childhood programs, this important volume will help establish inclusive classrooms where every young child learns, belongs, and thrives. Includes in-depth case studies and vignetters from both professional and parent perspectives, strategies for adapting curriclum content, disability specific interventions to keep and use as a reference.

This book presents an in-depth discussion of how human disability and parental advocacy have been constructed in American society, including recommendations for a more authentically inclusive vision of parental advocacy. The authors provide a cultural-historical view of the conflation of racism, classism, and ableism that has left a deeply entrenched stigma--one that positions children with disabilities and children of color as less valuable than others. To redress these inequities, the authors offer a working model of co-constructed advocacy designed to benefit all families. Because advocacy is not a "one size fits all" endeavor, the authors propose meeting families where they are and learning their strengths and needs, while preparing and repositioning families to empower themselves.

Sometimes designed objects reject their users: a computer mouse that doesn't work for left-handed people, for example, or a touchscreen payment system that only works for people who read English phrases, have 20/20 vision, and use a credit card. Something as simple as color choices can render a product unusable for millions. These mismatches are the building blocks of exclusion. In Mismatch, Kat Holmes describes how design can lead to exclusion, and how design can also remedy exclusion. Inclusive design methods--designing objects with rather than for excluded users--can create elegant solutions that work well and benefit all. -publisher

Multiple Paths to Literacy: Assessment and Differentiated Instruction for Diverse Learners, K-12 presents an analytical approach-consistent with Response to Intervention (RTI)-with practical strategies for recognizing students' literacy strengths and needs, planning and differentiating instruction, and meeting standards. The strategies and techniques presented are appropriate to, or easily modified for, any grade level from primary through secondary school. Throughout, teachers are encouraged to take into account each learner's talents with the goal of tailoring instruction to meet their needs. The 9th Edition includes a new chapter that shows how the arts can support the literacy development of all learners, spotlight features on students with special needs, new sections of disciplinary literacy and neurological disorders, and more.

Multi-Tiered Systems of Support in Elementary Schools is the leadership handbook and practitioner's field guide to implementation of MTSS in elementary schools, leading to improved student outcomes and school safety. Schools can creatively customize replicable best practices using this in-depth operations manual to guide MTSS teams in planning and delivering tiers of academic and integrated social-emotional and behavioral supports to meet the needs of all students. This text introduces Healthy Minds, Safe Schools, an evidence-based program that significantly improves student well-being, school safety, and teacher feelings of self-efficacy for delivering social-emotional and behavioral curriculum in the classroom.

Multi-Tiered Systems of Support in Secondary Schools is a humanistic guide used to produce reliable human capital outputs while ensuring the promotion of socially just practices on campus. Featuring real perspectives from practitioners, this text shows how to make manageable changes at secondary schools in accordance with public policy mandates and evidence-based practices by developing smart teams and programs, identifying roles and responsibilities, implementing layers of academic support and services, improving behavioral and mental health of students, and creating an inclusive school culture. This unique guide assists practitioners in implementing systemic change in a bureaucratic system while simultaneously strengthening the health and cohesion of the organization. -publisher

In Navigating the Core Curriculum: RTI Strategies to Support Every Learner, author Toby J. Karten asserts that teachers must have responsive instructional interventions in place in order to address students' varying interests, motivations, and levels of understanding. Using response to intervention (RTI), a multitiered approach to planning learning outcomes and assessing and augmenting students' learning progress, K-12 teachers can enhance all students' core academic knowledge. -publisher

Packed with practical guidance and tips, examples that relate directly to an OT's daily practice, and first-person insights from seasoned OTs, this guidebook is key to helping students develop new skills in key areas, from motor skills and mobility to academic achievement and friendships.

Harness the proactive power of PBIS to improve student behaviorThe Positive Behavior Interventions and Supports (PBIS) Champion Model is a breakthrough alternative that has enabled schools to reduce disciplinary incidents by 50% or more. This research-based, action-oriented framework will show you how to create a school culture where all students achieve both social and academic success. -publisher

"This book includes practical examples, case scenarios, and rubrics for identifying current states of implementation and filling in gaps based on recommended actions and examples. It can also be utilized in teacher, support services, and administrator preparation programs and for training and consulting purposes for current educators/administrators." -publisher

Students needing Tier Three help are few in number, but they can have the biggest impact on classrooms and school culture. With this interactive handbook, you'll round out your PBIS system by developing, implementing, monitoring, and sustaining flexible Tier Three interventions to address the most challenging behavior issues. Filled with practical examples, case scenarios, and rubrics, this step-by-step guide helps teams: Identify students in need of Tier Three support; Create procedures and protocols for students in both general and special education; Develop individualized interventions based on student needs and data -publisher

This book synthesizes the most current evidence-based research and practices on prevention, assessment, intervention, and treatment of pediatric intellectual developmental disabilities. It provides a broad empirical framework for innovative practices and discusses their possible impact on children's future development, ability to learn, social skills, and quality of life. The book highlights important findings in cognitive and behavioral development for children with such disorders as 22q13 Deletion syndrome (i.e., Phelan McDermid syndrome), Prader-Willi syndrome, Williams syndrome, and sex chromosome disorders (e.g., Klinefelter syndrome) - children often considered untestable, unteachable, and unknowable. In addition, the book includes case studies that emphasize a team approach with physicians, families, school psychologists, and teachers for providing quality research-based psychological, educational, and mental health services. -publisher

"The purpose of this book is to help preschool administrators achieve the appropriate educational placement of young children with disabilities in inclusive preschool settings. This handbook guides preschool administrators through the development of effective inclusion policies and a plan of action for their successful implementation." -publisher

A practical and simple guide to strategies which will help remove common barriers success for students with autism, while also benefiting many other students in the general education classroom. Instead of being a reactive, first aid approach to fixing problems after they occur, Push To Open offers a proactive planning guide to help general education teachers understand some of the most critical characteristics of autism, and plan their classroom environment and teaching methods to avoid pitfalls that can occur around sensory, communication, social and instructional issues.

Now in its second edition, Rethinking Disability introduces new and experienced teachers to ethical framings of disability and strategies for effectively teaching and including students with disabilities in the general education classroom. Grounded in a disability studies framework, this text¿s unique narrative style encourages readers to examine their beliefs about disability and the influence of historical and cultural meanings of disability upon their work as teachers. The second edition offers clear and applicable suggestions for creating dynamic and inclusive classroom cultures, getting to know students, selecting appropriate instructional and assessment strategies, co-teaching, and promoting an inclusive school culture. -publisher

The purpose of this book is to provide school administrators with useful and practical suggestions and strategies that can increase student achievement, engagement, positive behavior, and social skills for high-functioning students on the spectrum (HF-ASD); help reduce educator stress and frustration; and increase positive interactions between families and school personnel so that the school day is more successful for all parties.

Covering contemporary policy issues, perspectives from practice and a range of common syndromes and barriers Special Educational Needs presents a wealth of information and guidance for students and professionals on how to achieve effective, inclusive practice. -publisher

This book describes the Interactive Method (IM) for teaching different abilities, special needs, and all learners. It involves hands-on techniques for retention of curriculum and the teaching of thinking; from the elementary through college years. Types of comprehension are defined along with how memory works. Chapters address types of special needs and defines the term and different abilities, in conjunction with creating lessons that result in memory acquisition and transference to personal success on tests or exams, as well as daily situations regarding experiential learning. -publisher

This fresh, new, updated 3rd Edition of the best-selling "Special Needs in the General Classroom, Strategies That Make It Work" is a strategy roadmap to help educators create a classroom environment where ALL students can maximize their potential while getting the best bang for their time. Discover effective tips and tricks for motivating and engaging students in the learning process and doubling their successes while working more efficiently. --publisher

Need quick, practical, ready-to-use guidance on teaching all students-and making appropriate modifications for kids who need extra support? Get a clear and concrete plan for K-12 inclusion in this NEW edition of the bestselling book in the Teachers' Guides to Inclusive Practices series.

The author offers eight guiding principles that can be used to advance an inclusive pedagogy. These principles permit teachers to both acknowledge and draw from the conditions within which they work, even as they uphold their commitments to equitable schooling for students from historically marginalized groups, particularly students with disabilities. -publisher

Children and adults with Down syndrome need math for the "real world" counting with meaning, adding the scores in a game, and tracking time in order to keep to a schedule. Written in a straightforward and user-friendly style, the new second edition of Teaching Math to People with Down Syndrome provides strategies and activities that are relevant to daily living, are concrete and practical, offer hands-on practice, and provide opportunity for successful completion

"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. This book provides the skills and inspiration that teachers need to make a positive difference in the educational lives of struggling learners. The text is written to meet the needs of those majoring in general education, special education, and blended teacher education programs." -publisher

This book introduces a unified framework for transition services in an integrated, cohesive process that gets all students ready for college, careers and citizenship. With six model lesson plans aligned with Common Core State Standards (see sidebar), this guidebook helps educators and transition specialists make key improvements to transition services and instructional practices.

This book will be essential reading for anyone with a vocational or academic interest in evidence-based special educational needs teaching strategies, whether a student in initial teacher education or a qualified classroom teacher, teacher educator, educational psychologist, special needs coordinator, parent, consultant or researcher. David Mitchell is an Adjunct Professor in the College of Education, University of Canterbury, Christchurch, New Zealand, and a consultant in inclusive education.