Including Adolescents with Disabilities in General Education Classrooms

Description

• Chapter 1:      Adolescents with Disabilities
• Chapter 2:      Services for Adolescents with Disabilities in Middle and Secondary Schools
• Chapter 3:      The Special Education Process in Middle/Secondary Schools
• Chapter 4:      Transition Programming for Adolescents with Disabilities
• Chapter 5:      Home/Family Collaboration Communication in a Middle/Secondary Inclusive Classroom
• Chapter 6:      Classroom Management and Adolescents with Disabilities
• Chapter 7:      Co-Teaching
• Chapter 8:      Differentiated Instruction
• Chapter 9:      Strategies Instruction 
• Chapter 10:    Strategies for Teaching Content to Adolescents with Disabilities:  Reading and Language Arts
• Chapter 11     Strategies for Teaching Content to Adolescents with Disabilities:  Math and Science
• Chapter 12:    Strategies for Teaching Social Skills to Adolescents with Disabilities
• Chapter 13:    Strategies for Teaching Self-Determination Skills to Adolescents with Disabilities
• Chapter 14:    Vocational/Technical Education for Adolescents with Disabilities
• Name Index
• Subject Index

Focused on research-based strategies, Including Adolescents with Disabilities in General Education Classrooms, 1e, shows how to accommodate and modify instruction for secondary students with special needs. Organized in two parts, the book explains adolescent developmental differences,  disabilities, and social skills issues and then offers instructional strategies and content-specific techniques that ensure the learning success of all middle and secondary students.

Features

·        A focus on secondary inclusive classrooms pinpoints developmental differences, disabilities, social skills deficits and other problems that can impact students in middle and secondary schools.

·        Inclusion strategies for general instruction provide specific ways to modify instruction for students with special needs and illustrate techniques such as co-teaching, differentiated instruction, strategies instruction, and peer-assisted learning.

·        Inclusion strategies for content-area instruction provide provenstrategies for teaching specific content to students with disabilities, including literacy, math, science, self-determination, and social skills.

·        A separate chapter on differentiated instruction explainsthe key concepts of content, process, product, affect, and learning environment and how to implement differentiation of instruction in middle and secondary classrooms.

·        Study Questions open each chapter andserve as advanced organizers that introduce upcoming material.

·        Case Studies and Activities at the end of each chapter provide real-life, diversity-rich examples that show how to implement different teaching methods.

·        Web Resources appear in each chapter and provide content for advanced discussions.

Features:

·        A focus on secondary inclusive classrooms pinpoints developmental differences, disabilities, social skills deficits and other problems that can impact students in middle and secondary schools.

·        Inclusion strategies for general instruction provide specific ways to modify instruction for students with special needs and illustrate techniques such as co-teaching, differentiated instruction, strategies instruction, and peer-assisted learning.

·        Inclusion strategies for content-area instruction provide provenstrategies for teaching specific content to students with disabilities, including literacy, math, science, self-determination, and social skills.

·        A separate chapter on differentiated instruction explainsthe key concepts of content, process, product, affect, and learning environment and how to implement differentiation of instruction in middle and secondary classrooms.

·        Study Questions open each chapter andserve as advanced organizers that introduce upcoming material.

·        Case Studies and Activities at the end of each chapter provide real-life, diversity-rich examples so readers can see how to implement different teaching methodsand howthe IEP process works across disabilities, ages, and culture.

·        Web Resources appear in each chapter and give readers explore the content beyond the text and experience chapter material in action

Written by a best-selling author team, this book focuses on secondary inclusive classrooms and the instructional strategies that ensure the learning success of all middle and secondary students.

Focused on research-based strategies, Teaching Adolescents in Middle and Secondary Inclusive Classrooms, 1e, shows how to accommodate and modify instruction for secondary students with special needs. Organized in two parts, it explains the developmental differences, disabilities, and social skills deficits that can impact adolescents and then offers specific ways to improve instruction.

Learn more about strategies such as co-teaching, differentiated instruction, strategies instruction, and peer-assisted learning. Understand how to implement strategies specific to literacy, math, science, self-determination and social skills. Reflect on study questions, closing cases and activities that provide real-life, diversity-rich examples of strategies in action.

For Secondary Inclusion courses.

This book focuses on secondary inclusive classrooms and the instructional strategies and content-specific techniques that ensure the learning success of all middle and secondary students.

Focused on research-based strategies, this first edition text shows how to accommodate and modify instruction for secondary students with special needs. Organised in two parts, it explains the developmental differences, disabilities, and social skills deficits that can impact adolescents and then offers specific ways to improve instruction using strategies such as co-teaching, differentiated instruction, strategies instruction, and peer-assisted learning. Content-area chapters address strategies for teaching literacy, math, science, self-determination, and social skills. Chapter-opening study questions serve as advanced organisers and closing cases and activities provide real-life, diversity-rich examples of strategies in action.

Dr. Tom Smith is currently Dean of the College of Education and Health Professions, University of Arkansas, and University Professor of Special Education.  Additionally, he has served as Executive Director of the Division on Autism and Developmental Disabilities of the Council for Exceptional Children for 20 years.  Dr. Smith has authored and co-authored 27 textbooks, including a recently published sixth edition of Teaching Students with Special Needs in Inclusive Settings, co-authored with Ed Polloway, Jim Patton, and Carol Dowdy and published by Pearson.   He has also published more than 40 articles in referenced journals, primarily focusing on students with mild disabilities and legal issues related to special education. 

Dr. Barbara C. Gartin is 1982 graduate of the University of Georgia program in the Education of Exceptional Children and a University Professor of Special Education in the Department of Curriculum and Instruction at the University of Arkansas.  She has worked as a high school special education teacher in Georgia before joining the University of Arkansas faculty.  Dr. Barbara Gartin has published numerous articles on issues related to behavior management, inclusion, and special education law.  In 2002, she co-authored How to use differentiated instruction with students with developmental disabilities in the general education classroom for the Division on Developmental Disabilities (Council for Exceptional Children) with Nikki Murdick, Marcia Imbeau, and Darlene Perner.  With Nikki Murdick and Terry Crabtree, she co-authored the first edition of Special Education Law in 2002 and the second edition in 2007, both published by Pearson Education.  In 2006, she co-authored Families and Children with Special Needs: Parent and Professional Partnerships with Tom Smith, Nikki Murdick and Alan Hilton, which was also published by Pearson Education.  Her research interests include legal issues in the provision of appropriate services for students with special needs, the educational implications of disability, especially rare syndromes, and issues of parent advocacy.  She has served as the President of the Educational Division of AAIDD and as the President of the Division of Autism and Developmental Disabilities.

Dr. Nikki Murdick is a professor of Special Education in the Department of Educational Studies in the College of Public Services at Saint Louis University, St. Louis, MO. Throughout her career she has worked as a classroom teacher, clinical behavior specialist, curriculum developer, parent advocate, and University professor. Dr. Murdick has published numerous articles on issues related to behavior management, inclusion, and special education legal concerns of students with cognitive and behavioral disabilities. She has co-authored a monograph on differentiated instruction, a text on Special Education Law, and a text on Families and Children with Special Needs: Parent and Professional Partnerships. Her research interests include legal issues in the provision of appropriate services for students with special needs, parent advocacy, and educational implications of disability that impact the educational success of students.