The Inclusive Classroom: Strategies for Effective Differentiated Instruction plus MyLab Education with Pearson eText -- Access Card Package

Author:   Margo Mastropieri ,  Thomas Scruggs ,  Thomas Scruggs ,  Thomas Scruggs
Publisher:   Pearson Education (US)
Edition:   6th edition
ISBN:  

9780134995717


Pages:   480
Publication Date:   13 March 2018
Format:   Mixed media product
Availability:   In stock   Availability explained
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The Inclusive Classroom: Strategies for Effective Differentiated Instruction plus MyLab Education with Pearson eText -- Access Card Package


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NOTE: Used books, rentals, and purchases made outside of Pearson If purchasing or renting from companies other than Pearson, the access codes for the MyLab (TM) Education with Enhanced Pearson eText may not be included, may be incorrect, or may be previously redeemed. Check with the seller before completing your purchase. For courses in Inclusion or Introduction to Special Education. Research-based classroom and content strategies for the inclusive classroom. The Inclusive Classroom: Strategies for Effective Differentiated Instruction, Sixth Edition captures the best of inclusion practices. Using a non-categorical approach, Mastropieri and Scruggs explain the fundamentals of inclusive teaching, the most effective general teaching practices, and ways to differentiate instruction for specific content areas. Targeted teaching strategies show ways to improve all students' memory, attention, motivation, study skills, and peer interaction. Research Highlights features validate strategies and demonstrate why particular techniques are best practice. Filled with classroom-ready tips and checklists, this revision includes an expanded chapter on Response to Intervention (RTI) and Multi-Tiered Systems of Support (MTSS), more coverage of the Common Core State Standards (CCSS) and Universal Design for Learning (UDL), and the latest strategies relating to academic success. Personalize learning with MyLab Education MyLab Education is an online homework, tutorial, and assessment program designed to work with the text to engage students and improve results. Within its structured environment, students see key concepts demonstrated through real classroom video footage, practice what they learn, test their understanding, and receive feedback to guide their learning and ensure they master key learning outcomes. 0134995716 / 9780134995717 The Inclusive Classroom: Strategies for Effective Differentiated Instruction, MyLab Education with Enhanced Pearson eText, and Loose-Leaf Version -- Access Card Package Package consists of: 0134450434 / 9780134450438 The Inclusive Classroom: Strategies for Effective Differentiated Instruction -- MyLab Education Access Card 0134895029 / 9780134895024 The Inclusive Classroom: Strategies for Effective Differentiated Instruction

Full Product Details

Author:   Margo Mastropieri ,  Thomas Scruggs ,  Thomas Scruggs ,  Thomas Scruggs
Publisher:   Pearson Education (US)
Imprint:   Pearson
Edition:   6th edition
Dimensions:   Width: 21.70cm , Height: 2.20cm , Length: 27.70cm
Weight:   1.114kg
ISBN:  

9780134995717


ISBN 10:   0134995716
Pages:   480
Publication Date:   13 March 2018
Audience:   College/higher education ,  Tertiary & Higher Education
Format:   Mixed media product
Publisher's Status:   Active
Availability:   In stock   Availability explained
We have confirmation that this item is in stock with the supplier. It will be ordered in for you and dispatched immediately.

Table of Contents

PART 1 THE FUNDAMENTALS Introduction to Inclusive Teaching 3 Collaboration: Partnerships and Procedures 25 Teaching Students with Higher-Incidence Disabilities 53 Teaching Students with Autism and Lower-Incidence Disabilities 79 Teaching Students with Other Special Learning Needs 105 PART 2 DEVELOPING EFFECTIVE TEACHING SKILLS Effective Differentiated Instruction for All Students 125 Response to Intervention and Multi-Tiered Systems of Support 153 Improving Motivation and Social Behavior 175 Promoting Inclusion with Classroom Peers 207 Improving Attention and Memory 229 Teaching Study Skills 255 Assessment 279 PART 3 TEACHING IN THE CONTENT AREAS Literacy 307 Mathematics 343 Science, Social Studies, and Transitions 375 PART 1 THE FUNDAMENTALS CHAPTER 1: Introduction to Inclusive Teaching 3 LEARNING OUTCOMES 3 What Are the Educational Rights for Individuals with Disabilities? 5 The Least Restrictive Environment 6 Where Are Students with Disabilities Served? 6 Mainstreaming and Inclusion, 6 Who Is Served Under IDEA? 7 Other Instances of Classroom Diversity, 9 Legal Foundations 9 Legal Proceedings and Legislation, 9 Section 504, 10 Americans with Disabilities Act, 11 Individuals with Disabilities Education Act (IDEA), 12 No Child Left Behind Act (NCLB) of 2001 and Every Student Succeeds Act (ESSA) of 2015, 14 Models of Service Delivery 16 The Continuum of Services, 16 Where Are Most Students with Disabilities Served? 17 What Are General Education Classroom and Consultation Services? 17 What Are Resource and Self-Contained Services? 18 Special Schools and Special Facilities, 18 What Other Related Services Are Available? 19 Full Inclusion, 19 What Does This Debate Mean for Teachers? 20 Teacher Attitudes, 21 SUMMARY 23 CHAPTER 2: Collaboration: Partnerships and Procedures 25 LEARNING OUTCOMES 25 Collaboration to Meet Students' Needs 27 Shared Goals, 27 Effective Communication 27 Strategies for Communicating Effectively, 27 Collaboration and Communication for Intervention 30 General Education Prereferral Request, 30 The Intervention Process, 32 Collaboration for Referrals and Placements 34 Collaboration as Partnerships 43 Consultation Between Special and General Educators, 43 Co-Teaching, 43 Strategies for Collaborating with Paraprofessionals, 45 Strategies for Collaborating Effectively with Parents and Families, 46 SUMMARY 49 INCLUSION CHECKLIST 50 CHAPTER 3: Teaching Students with Higher-Incidence Disabilities 53 LEARNING OUTCOMES 53 Speech or Language Impairments 54 Prevalence, Definitions, and Characteristics of Speech or Language Impairments, 54 Causes of Speech or Language Impairments, 54 Identification and Assessment of Speech or Language Impairments, 55 Strategies for Making Adaptations for Students with Speech or Language Impairments, 55 Learning Disabilities 57 Prevalence and Definitions of Learning Disabilities, 57 Causes of Learning Disabilities, 58 Issues in Identification and Assessment of Learning Disabilities, 58 Characteristics of Learning Disabilities, 59 Strategies for Making Classroom Adaptations for Students with Learning Disabilities, 60 Intellectual Disabilities 62 Prevalence and Definitions of Intellectual Disabilities, 62 Causes of Intellectual Disabilities, 64 Issues in Identification and Assessment of Intellectual Disabilities, 64 Characteristics of Intellectual Disabilities, 64 Strategies for Making Classroom Adaptations for Students with Intellectual Disabilities, 66 Emotional Disturbance 68 Prevalence and Definitions of Emotional Disturbance, 68 Causes of Emotional Disturbance, 68 Issues in Identification and Assessment of Emotional Disturbance, 68 Characteristics of Emotional Disturbance, 69 Strategies for Making Classroom Adaptations for Students with Emotional Disturbance, 69 Attention Deficit Hyperactivity Disorder (ADHD) 72 Definitions, Prevalence, and Characteristics of ADHD, 72 Causes of ADHD, 73 Issues in Identification and Assessment of ADHD, 73 Strategies for Making Classroom Adaptations for Students with Attention Deficit Hyperactivity Disorder, 74 SUMMARY 76 INCLUSION CHECKLIST 77 CHAPTER 4: Teaching Students with Autism and Lower-Incidence Disabilities 79 LEARNING OUTCOMES 79 Autism 79 Prevalence, Definitions, and Characteristics of Autism, 79 Strategies for Making Classroom Adaptations for Students with Autism, 80 Physical Disabilities and Other Health Impairments 83 Prevalence, Definitions, and Characteristics of Physical Disabilities and Other Health Impairments, 83 Physical and Health-Related Disabilities, 84 Strategies for Making Classroom Adaptations for Students with Physical Disabilities and Other Health Impairments, 88 Severe and Multiple Disabilities 92 Prevalence, Definitions, and Characteristics of Severe and Multiple Disabilities, 92 Strategies for Making Classroom Adaptations for Students with Severe and Multiple Disabilities, 93 Visual Impairments 97 Prevalence, Definitions, and Characteristics of Visual Impairments, 97 Strategies for Making Classroom Adaptations for Students with Visual Impairments, 98 Hearing Impairments Including Deafness 99 Prevalence, Definitions, and Characteristics of Hearing Impairments, 99 Educational Programming, 100 Strategies for Making Classroom Adaptations for Students with Hearing Impairments, 101 SUMMARY 102 INCLUSION CHECKLIST 103 CHAPTER 5: Teaching Students with Other Special Learning Needs 105 LEARNING OUTCOMES 105 Gifted, Creative, and Talented 105 Definitions, Prevalence, and Characteristics of Gifted, Creative, and Talented, 105 Issues in Identification and Assessment of Gifted, Creative, and Talented, 107 Strategies for Making Adaptations for Students Who Are Gifted, Creative, and Talented, 107 Students Who Are Culturally and Linguistically Diverse 108 Prevalence, Definitions, and Characteristics of Culturally and Linguistically Diverse Students, 108 Issues in Identification and Assessment of Culturally and Linguistically Diverse Students, 112 Strategies for Making Adaptations for Students from Culturally and Linguistically Diverse Backgrounds, 113 Students at Risk 116 Definitions, Prevalence, and Characteristics of Students at Risk, 116 Coordinating Instruction with Compensatory Education Programs, 120 Strategies for Making Adaptations for Students at Risk, 120 SUMMARY 121 INCLUSION CHECKLIST 122 PART 2 : DEVELOPING EFFECTIVE TEACHING SKILLS CHAPTER 6: Effective Differentiated Instruction for All Students 125 LEARNING OUTCOMES 125 What Is Differentiated Instruction? 125 Promoting Effective Differentiated Instruction: The PASS Variables 127 P: Prioritize Instruction 127 Strategies for Planning for Content Coverage, 127 A: Adapt Instructional Methods, Instructional Materials, or the Learning Environment 129 Strategies for Making Adaptations, 130 S: Systematically Teach with the SCREAM Variables 136 Strategies for Implementing the SCREAM Variables, 136 Strategies for Maximizing On-Task Behavior, 141 Strategies for Maximizing Time for Learning, 144 S: Systematically Evaluate the Outcomes of Your Instruction 146 Strategies for Promoting Systematic Evaluation of Instruction, 147 Putting the PASS Variables to Work: Including Model Lesson Components in Instruction 149 SUMMARY 150 INCLUSION CHECKLIST 151 CHAPTER 7: Response to Intervention and Multi-Tiered Systems of Support 153 LEARNING OUTCOMES 153 What Is RTI? 154 Schoolwide Screening, Progress Monitoring, and Data-Based Decision Making 155 Strategies for Administering Schoolwide Screening, 155 Strategies for Progress Monitoring and Data-Based Decision Making, 156 Tier 1: Effective Instruction in General Education 163 Features of Tier 1 Instruction, 163 Strategies for Implementation of Tier 1 Instruction, 164 Tier 2: Intervention to Remediate 164 Features of Tier 2 Instruction, 165 Strategies for Implementation of Tier 2 Instruction, 165 Considerations in Implementation of Tier 2 Instruction, 167 Tier 3: Individualized, Intensive Instruction 167 Strategies for Implementation of Tier 3 Instruction, 168 Fidelity of Implementation 168 Strategies for Determining Fidelity of Implementation, 169 Strategies for Implementing RTI at The Secondary Level, 170 Challenges with Implementing RTI 171 SUMMARY 172 INCLUSION CHECKLIST 173 CHAPTER 8: Improving Motivation and Social Behavior 175 LEARNING OUTCOMES 175 Setting the Stage for Academic Success 175 Strategies for Improving Motivation and Affect, 176 Improving Classroom Behavior and Social Skills 184 Managing Classroom Behavior, 184 Strategies for Observing and Recording Classroom Behavior, 184 Strategies for Using Effective Classroom Management Methods, 187 Strategies for Less-Intensive Classroom Management Methods, 187 Strategies for More Formal Classroom Management Methods, 189 Strategies for Handling Classroom Confrontations, 195 Strategies for Implementing Schoolwide Discipline Systems, 196 Strategies for Confronting Bullying, 198 Teaching Social Skills 200 Strategies for Social Skills Training, 201 SUMMARY 203 INCLUSION CHECKLIST 204 CHAPTER 9: Promoting Inclusion with Classroom Peers 207 LEARNING OUTCOMES 207 Peer-Supported Social Acceptance 207 Strategies for Promoting Social Acceptance, 207 Peer Assistance 208 Strategies for Enlisting Peer Assistance, 209 Peer Tutoring 211 Benefits of Peer Tutoring, 214 Strategies for Implementing a Tutoring Program, 215 Strategies for Promoting Learning with Classwide Peer Tutoring, 215 Cooperative Learning 219 Strategies for Implementing Cooperative Learning, 219 Advantages and Challenges of Cooperative Learning, 224 SUMMARY 226 INCLUSION CHECKLIST 227 CHAPTER 10: Improving Attention and Memory 229 LEARNING OUTCOMES 229 Attention 229 Attention and Students with Special Needs, 229 Strategies for Improving Attention, 230 Strategies for Addressing Extreme Cases of Attention Deficits, 234 Memory 236 Strategies for Improving Memory, 236 Strategies for Improving Memory with Mnemonic Techniques, 242 SUMMARY 252 INCLUSION CHECKLIST 253 CHAPTER 11: Teaching Study Skills 255 LEARNING OUTCOMES 255 Tools for Developing Independent Learners 256 Strategies for Developing Personal Organizational Skills, 256 Strategies for Promoting Listening Skills, 263 Strategies for Teaching Note- Taking Skills, 267 Research and Reference Skills 271 Strategies for Teaching Library Skills, 272 Strategies for Preparing Reports and Projects, 274 SUMMARY 276 INCLUSION CHECKLIST 277 CHAPTER 12: Assessment 279 LEARNING OUTCOMES 279 Types of Tests 279 Performance Assessments and Portfolio Assessments, 280 Adapting Tests for Students with Special Needs 282 Strategies for Administering Norm-Referenced Tests, 282 Strategies for Adapting Competency-Based Local and Statewide Assessment, 284 Strategies for Adapting Teacher-Made and Criterion-Referenced Tests, 286 Strategies for Using Curriculum-Based Measurement, 289 Strategies for Using Performance Assessment, 290 Strategies for Using Portfolio Assessment, 291 Teach Test-Taking Skills 295 Strategies for Teaching Test-Taking Skills, 295 Grading 300 Strategies for Adapting Report Card Grading, 300 SUMMARY 302 INCLUSION CHECKLIST 303 PART 3: TEACHING IN THE CONTENT AREAS CHAPTER 13: Literacy 307 LEARNING OUTCOMES 307 Approaches to Reading 308 Strategies for Implementing Approaches to Reading, 308 Common Core State Standards in Reading 311 Teaching Reading Skills 312 Strategies for Promoting Word Identification, 312 Strategies for Promoting Reading Fluency, 316 Reading Comprehension 318 Strategies for Teaching Reading Comprehension, 318 Strategies for Implementing Multi-Tiered Reading Instruction with RTI, 326 Written Expression 327 Strategies for Improving Handwriting, 327 Strategies for Teaching Spelling, 329 Strategies for Teaching Written Communication, 332 SUMMARY 338 INCLUSION CHECKLIST 339 CHAPTER 14: Mathematics 343 LEARNING OUTCOMES 343 Mathematics Education 343 Mathematics and Students with Disabilities 344 Teaching Math in Inclusive Settings 345 Strategies for Teaching Beginning Math, 346 Strategies for Teaching Addition and Subtraction, 347 Strategies for Teaching Multiplication and Division, 355 Strategies for Teaching Problem Solving, 361 Strategies for Teaching About Money and Time, 363 Strategies for Teaching Fractions and Decimals, 364 Strategies for Teaching Area and Volume Concepts, 366 Strategies for Teaching Algebra, 367 Strategies for Teaching Functional Math, 371 SUMMARY 372 INCLUSION CHECKLIST 373 CHAPTER 15: Science, Social Studies, and Transitions 375 LEARNING OUTCOMES 375 Adapting Textbook-Oriented Approaches in Science and Social Studies 376 Common Core State Standards Relevant to Science and Social Studies, 376 Strategies for Effective Teaching in Science and Social Studies, 377 Strategies for Promoting Independent Learning from Textbooks, 379 Strategies for Adapting Textbook Materials, 385 Adapting Activities-Oriented Approaches in Science and Social Studies 391 Strategies for Adapting Science Activities, 391 Strategies for Adapting Life Science Activities, 394 Strategies for Adapting Earth Science Activities, 395 Strategies for Adapting Physical Science Activities, 396 Strategies for Adapting Social Studies Activities, 397 Inquiry Learning in Science and Social Studies 400 Strategies for Adapting Inquiry Learning Activities, 400 Transitions 402 Planning for Transition, 402 Strategies for Promoting Transitions, 403 Strategies for Transitioning for the Future, 407 SUMMARY 409 INCLUSION CHECKLIST 410 REFERENCES 412 NAME INDEX 445 SUBJECT INDEX 450

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Author Information

Margo Mastropieri, Ph.D., is University Professor Emerita, College of Education and Human Development, George Mason University. She has served as a Diagnostic-Remediator for the Learning Center at Mount Holyoke College, and as a classroom teacher for students with special needs, from preschool to secondary levels, in Massachusetts and Arizona. Prior to her present position, she served as University Professor of Special Education at George Mason University. Earlier she was a Professor of Special Education at Purdue University, and as Assistant Professor of Special Education at Utah State University, where she also worked as a researcher at the Early Intervention Research Institute. She earned her Ph.D. from Arizona State University. She has co-directed federally funded research projects in mnemonic strategy instruction, inclusive science and social studies education, and writing instruction at the elementary, middle school, and high school levels, in addition to directing undergraduate and doctoral level personnel preparation grants. From 1991 to 1997 she served as Co-Editor of Learning Disabilities Research & Practice, the journal of the Division for Learning Disabilities of the Council for Exceptional Children. From 1992 to 2011 she served as Co-Editor of the research annual Advances in Learning and Behavioral Disabilities (Emerald). From 2009 to 2015 she served as Co-Editor of Exceptional Children, the research journal for the Council for Exceptional Children. Among her publications are over 200 journal articles, 67 chapters in books, and 31 co-authored or co-edited books. In 2007, she was awarded the distinguished University Professor title from George Mason University. In 2008 she was the recipient of a Teaching Excellence Award at George Mason University, In 2010, she was the recipient of the Virginia Outstanding faculty Award, which is the Commonwealth's highest honor for faculty at Virginia's public and private colleges and universities. Tom Scruggs is University Professor Emeritus, George Mason University. He served as a classroom teacher for students with special needs, including gifted students, from preschool to secondary levels in Massachusetts and Arizona. Prior to his present position, he served as University Professor of Special Education at George Mason University. Earlier he was a Professor of Special Education at Purdue University, where he also had served as Director of the Purdue Achievement Center; and as a Research Assistant Professor at Utah State University. He earned his Ph.D. from Arizona State University. He has directed or co-directed externally funded research projects in peer tutoring, test-taking skills, mnemonic strategy instruction, and inclusive science and social studies education, at the elementary, middle school, and high school levels. From 1991 to 1997 he served as Co-Editor of Learning Disabilities Research & Practice, the journal of the Division for Learning Disabilities of the Council for Exceptional Children. From 1992 to 2011 he served as Co-Editor of the research annual Advances in Learning and Behavioral Disabilities (Emerald). Since 2009 to 2015 he served as Co-Editor of Exceptional Children. Among his publications (mostly in collaboration with Margo Mastropieri) are over 200 journal articles, 61 chapters in books, and 32 co-authored or co-edited books. In 2010, he received the Scholarly Achievement Award from the College of Education and Human Development at George Mason University. Both authors are the recipients of the 2006 CEC Special Education Research Award, as well as the 2011 Distinguished Research Award from the American Educational Research Association: Special Education Special Interest Group for their research efforts in working with and advocating on behalf of individuals with exceptionalities.

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