Teaching in Today’s Inclusive Classrooms 3rd edition by Richard Gargiulo, Debbie Metcalf – Ebook PDF Instant Download/Delivery: 1305500997 , 978-1305500990
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ISBN 10: 1305500997
ISBN 13: 978-1305500990
Author: Richard Gargiulo, Debbie Metcalf
TEACHING IN TODAY’S INCLUSIVE CLASSROOMS: A UNIVERSAL DESIGN FOR LEARNING APPROACH, 3rd Edition is a concise, accessible, and current text for the Introduction to Inclusive Teaching course. It is the only inclusion textbook available with a consistent, integrated emphasis on Universal Design for Learning (UDL)―an important, contemporary educational philosophy focused on using strategies and tools to help ALL students by accommodating their differences. Aligned with InTASC and CEC standards, this text also provides foundational information about children with disabilities who are included in today’s classrooms, and the most effective strategies for teaching them alongside their typically developing peers. Featuring new material on Common Core State Standards, case studies, and sound research-based teaching and learning strategies, this hands-on text offers you a practical, flexible framework for effective instruction, classroom management, assessment, and collaboration in today’s diverse classrooms.
Teaching in Today’s Inclusive Classrooms 3rd Table of contents:
Part 1. Foundations for Educating All Learners
Chapter 1. Teaching in Today’s Inclusive Classrooms: Your Journey Begins
1-1. Learners in Today’s Classrooms
1-1a. Learners in Need of Special Services
1-1b. By the Numbers: A Quick Look
1-2. Placement Options for Educating Students with Special Needs
1-2a. Educational Placements
1-2b. A Cascade of Service Delivery Options
1-2c. Inclusionary Practices and Thinking
1-3. Introducing Universal Design for Learning
1-4. The Role of the Courts in Special Education
1-4a. Key Judicial Decisions
1-4b. Key Special Education Legislation
1-5. Educational Reform for Students and Teachers
1-5a. No Child Left behind Act of 2001
1-5b. Common Core State Standards
1-5c. Individuals with Disabilities Education Improvement Act of 2004
1-5d. Civil Rights Legislation
Thematic Summary
Making Connections for Inclusive Teaching
Learning Activities
Looking at the Standards
Key Concepts and Terms
Chapter 2. Introducing Universal Design for Learning
2-1. The Concept of Universal Design
2-1a. Background in Architecture
2-1b. The Seven Principles of Universal Design
2-1c. Universal Design Applications in Society
2-1d. Implications for Today’s Classrooms
2-2. The Development of Universal Design for Learning
2-2a. Brain-Based Research: Recognition, Strategic, and Affective Systems
2-2b. Cognitive-Social Learning Theories
2-2c. Multiple Intelligences and Learning Preferences
2-2d. Implications for Teaching and Learning
2-3. Three Essential Qualities of UDL: Representation, Engagement, and Expression
2-3a. Multiple Means of Representation
2-3b. Multiple Means of Engagement
2-3c. Multiple Means of Expression
2-4. UDL and Differentiated Instruction
2-4a. The Benefits of Flexible Options
Thematic Summary
Making Connections for Inclusive Teaching
Learning Activities
Key Concepts and Terms
Chapter 3. Policies, Practices, and Processes for Special Education and Inclusive Education
3-1. Identification and Assessment of Individual Differences
3-2. Referral and Assessment for a Special Education
3-2a. Pre-referral
3-2b. Referral
3-2c. Assessment
3-2d. Instructional Programming and Appropriate Placement
3-3. The Individualized Education Program
3-4. Related Services
3-5. Section 504 Accommodation Plan
3-5a. Who Is Protected by Section 504?
3-5b. Providing a Free Appropriate Public Education
3-5c. Section 504 Eligibility Determination
3-5d. Accommodation Plans
Thematic Summary
Making Connections for Inclusive Teaching
Learning Activities
Key Concepts and Terms
Chapter 4. Diversity in the Classroom: Learners with High-Incidence Disabilities
4-1. Learners with Intellectual Disability
4-1a. Defining Intellectual Disability
4-1b. Classification of Learners with Intellectual Disability
4-1c. How Many Learners Exhibit Intellectual Disability?
4-1d. What Are Some of the Causes of Intellectual Disability?
4-1e. Selected Learning and Behavioral Characteristics of Learners with Intellectual Disability
4-2. Learners with Learning Disabilities
4-2a. Defining Learning Disabilities
4-2b. How Many Learners Exhibit Learning Disabilities?
4-2c. What Are Some of the Causes of Learning Disabilities?
4-2d. Selected Learning and Behavioral Characteristics of Learners with Learning Disabilities
4-3. Learners with Speech and Language Impairments
4-3a. Defining Speech and Language
4-3b. Classifying Learners with Speech and Language Impairments: Speech Disorders
4-3c. Language Disorders
4-3d. How Many Learners Exhibit Speech and Language Impairments?
4-3e. What Are Some of the Causes of Speech and Language Impairments?
4-3f. Selected Characteristics of Learners with Speech and Language Impairments
4-4. Learners with Emotional or Behavioral Disorders
4-4a. Defining Emotional or Behavioral Disorders
4-4b. Classifying Learners with Emotional or Behavioral Disorders
4-4c. How Many Learners Exhibit Emotional or Behavioral Disorders?
4-5d. What Are Some of the Causes of Emotional or Behavioral Disorders?
4-4e. Selected Learning and Behavioral Characteristics of Learners with Emotional or Behavioral Disorders
4-5. Learners with Attention Deficit Hyperactivity Disorder
4-5a. Defining Attention Deficit Hyperactivity Disorder
4-5b. How Many Learners Exhibit Attention Deficit Hyperactivity Disorder?
4-5c. What Are Some of the Causes of Attention Deficit Hyperactivity Disorder?
4-5d. Selected Learning and Behavioral Characteristics of Learners with Attention Deficit Hyperactivity Disorder
4-6. Summary of Selected Learning and Behavioral Characteristics
Thematic Summary
Making Connections for Inclusive Teaching
Learning Activities
Key Concepts and Terms
Chapter 5. Diversity in the Classroom: Students with Low-Incidence Disabilities
5-1. Learners with Hearing Impairments
5-1a. Defining Hearing Impairments
5-1b. Classification of Learners with Hearing Impairments
5-1c. How Many Learners Exhibit Hearing Impairments?
5-1d. What Are Some of the Causes of Hearing Impairment?
5-1e. Selected Learning and Behavioral Characteristics of Learners with Hearing Impairment
5-2. Learners with Visual Impairments
5-2a. Defining Visual Impairments
5-2b. Classification of Learners with Visual Impairments
5-2c. How Many Learners Exhibit Visually Impairments?
5-2d. What Are Some of the Causes of Visual Impairment?
5-2e. Selected Learning and Behavioral Characteristics of Learners with Visual Impairment
5-3. Learners with Deaf-Blindness
5-3a. Defining Deaf-Blindness
5-3b. How Many Learners Exhibit Deaf-Blindness?
5-3c. What Are Some of the Causes of Deaf-Blindness?
5-2d. Selected Learning and Behavioral Characteristics of Learners with Deaf-Blindness
5-4. Learners with Autism Spectrum Disorders
5-4a. Defining Autism Spectrum Disorders
5-4b. How Many Learners Exhibit Autism Spectrum Disorders?
5-4c. What Are Some of the Causes of Autism Spectrum Disorders?
5-4d. Selected Learning and Behavioral Characteristics of Learners with Autism Spectrum Disorders
5-5. Learners with Physical Disabilities, Health Disabilities, or Traumatic Brain Injury
5-5a. Defining Physical Disabilities, Health Disabilities, and Traumatic Brain Injury
5-5b. Conditions Associated with Physical and Health Disabilities
5-5c. How Many Learners Exhibit Physical Disabilities, Health Disabilities, or Traumatic Brain Injury?
5-5d. What Are Some of the Causes of Physical Disabilities, Health Disabilities, and Traumatic Brain Injury?
5-5e. Selected Learning and Behavioral Characteristics
5-6. Summary of Selected Learning and Behavioral Characteristics
Thematic Summary
Making Connections for Inclusive Teaching
Learning Activities
Key Concepts and Terms
Chapter 6. Learners with Gifts and Talents, Learners who are Culturally and Linguistically Diverse, and Other Learners at Risk
6-1. Learners with Gifts and Talents
6-1a. Defining Giftedness
6-1b. How Many Learners Exhibit Gifts and Talents?
6-1c. What Are Some of the Causes of Giftedness?
6-1d. Selected Learning and Behavioral Characteristics of Learners with Gifts and Talents
6-2. Learners who Are Culturally and Linguistically Diverse
6-2a. Terminology of Cultural Differences
6-2b. Bilingual Education: Concepts and Characteristics
6-2c. Cultural and Linguistic Diversity and Special Education
6-3. Learners at Risk for Success in School
6-3a. Defining at Risk
6-3b. Family Poverty
6-3c. Homelessness
6-3d. Child Abuse and Neglect
6-4. Summary of Selected Learning and Behavioral Characteristics
Thematic Summary
Making Connections for Inclusive Teaching
Learning Activities
Key Concepts and Terms
Part 2. Planning Instruction for All Learners
Chapter 7. Collaboration and Cooperative Teaching: Tools for Teaching All Learners
7-1. Collaboration
7-1a. Collaboration between General and Special Educators
7-1b. Collaborating with Paraprofessionals
7-1c. Collaborating with Parents/Families
7-2. Collaborative Consultation
7-3. Teaming Models
7-3a. Multidisciplinary Teams
7-3b. Interdisciplinary Teams
7-3c. Transdisciplinary Teams
7-4. Cooperative Teaching
7-4a. Cooperative Teaching Options
7-4b. Research Support
7-4c. Suggestions for Building Successful Cooperative Teaching Arrangements
Thematic Summary
Making Connections for Inclusive Teaching
Learning Activities
Key Concepts and Terms
Chapter 8. Designing Learning That Works for All Students
8-1. Four Components of Universally Designed Curriculum
8-1a. Goals
8-1b. Materials and Resources
8-1c. Methods
8-1d. Assessment
8-1e. The UDL Lesson Plan
8-2. Designing Physical Learning Environments
8-2a. Physical Environment Considerations
8-2b. ACCESS to the Physical Learning Environment
8-3. Designing Social Learning Environments
8-3a. ACCESS to the Social Environment
8-3b. Positive Behavioral Interventions and Supports and UDL
8-4. Using Adaptations to Support Universally Designed Learning Environments
8-4a. Accommodations
8-4b. Modifications
8-5. Collaboration in Planning Universally Designed Learning Environments
8-5a. Collaborative Planning and Teaching
8-5b. Collaborative Problem-Solving
Thematic Summary
Making Connections for Inclusive Teaching
Learning Activities
Key Concepts and Terms
Chapter 9. Assessing and Evaluating Learner Progress
9-1. Types and Purposes of Classroom Assessment
9-1a. Large-Scale Assessments
9-1b. Alternative Assessments
9-1c. Ongoing Assessment
9-2. Effective Classroom Assessment Approaches
9-2a. Approaches to Initial Assessment That Increase Learner Engagement
9-2b. Review of School Records
9-2c. Formal and Informal Assessment
9-2d. Apply Inventories
9-2e. Working Collaboratively
9-2f. Interpreting Standardized Tests
9-2g. Interpreting Behavior Rating Scales
9-2h. Positive Behavior Interventions and Supports
9-2i. Functional Behavior Assessments
9-3. Planning and Organizing Assessments
9-3a. Planning for Ongoing Assessment
9-3b. Formative Assessments
9-3c. Summative Assessments
9-3d. Informative Assessments
9-3e. Organizational Systems for Assessment
9-4. Recording Assessments
9-4a. Curriculum-Based Measurement
9-4b. Data-Based Individualization
9-4c. Rubrics
9-5. Applying Universal Design for Learning Principles
9-5a. High-Tech and Low-Tech Materials
9-5b. Computerized Assessments and Electronic Device Applications
9-5c. Multiple Means of Engagement in Assessment
9-5d. Multiple Means of Representation in Assessment
9-5e. Student Expression in Assessment
Thematic Summary
Making Connections for Inclusive Teaching
Learning Activities
Key Concepts and Terms
Chapter 10. Selecting Instructional Strategies for Teaching All Learners
10-1. Considering Stages of Learning in Strategy Selection
10-1a. Entry Level/Acquisition Stages
10-1b. Proficiency
10-1c. Maintenance
10-1d. Generalization
10-1e. Application
10-2. Using Curricular Design Principles in Strategy Selection
10-2a. Begin with Big Ideas
10-2b. Activate Prior Knowledge
10-2c. Integrate Learning Goals
10-2d. Use Conspicuous Strategies
10-2e. Apply Mediated Scaffolding
10-2f. Provide Purposeful and Cumulative Review
10-3. Considering Specific Learning Domains in General Intervention Selection
10-3a. Cognitive/Generalization
10-3b. Giftedness
10-3c. Language/Speech
10-3d. Memory
10-3e. Study Skills, Organization, and Test-Taking
10-3f. Attention Disorders/Hyperactivity/lmpulsivity
10-3g. Social/Emotional/Motivational Challenges
10-3h. Physical/Motor/Sensory Challenges
10-4. Using Classroom Web Sites and Other Web Tools
Thematic Summary
Making Connections for Inclusive Teaching
Learning Activities
Key Concepts and Terms
Chapter 11. Selecting Behavioral Supports for All Learners
11-1. Establish Learning Goals: Big Ideas for Behavioral Support
11-1a. Teacher Expectations and Challenging Behaviors
11-2. Students with Exceptionalities and Other Diverse Learners
11-2a. Multiple Meanings of Challenging Behavior
11-2b. Using Positive Behavior Interventions and Support
11-3. Assessment of Behavior
11-3a. Targeting the Behavior
11-3b. Tracking the Behavior
11-3c. Recording Behavior
11-3d. Analyzing Behavior
11-4. Methods, Materials, and Resources that Promote Positive Behavior for All Learners
11-4a. Understanding Terminology
11-4b. Increasing Appropriate Behavior
11-4c. Decreasing Inappropriate Behavior
11-4d. Teaching New Behavior
11-4e. Maintenance and Generalization
11-4f. Peers and School Personnel
11-4g. Collaborating with Parents
11-4h. Culturally Diverse Families
11-5. Summary—Putting It All Together
Thematic Summary
Making Connections for Inclusive Teaching
Learning Activities
Key Concepts and Terms
Part 3. Implementing Effective Instructional Practices for All Learners
Chapter 12. Assistive Technologies and Innovative Learning Tools
12-1. National Education Technology Plan: Learning Powered by Technology
12-1a. Technology in the 21st Century Classroom
12-1b. History of Technology for People with Disabilities
12-2. Definition of Assistive Technology
12-2a. Examples of Assistive Technology
12-3. Assistive Technology: Key to Accessing the General Education Curriculum
12-3a. Accessible Educational Materials
12-3b. Academic Outcomes
12-3c. Learner Needs and Preferences
12-3d. Differentiated Instruction, Learning Menus, and Assistive Technology
12-3e. Function over Disability
12-4. Obtaining Assistive Technology for the Classroom
12-4a. Whose Responsibility is It?
12-4b. The AT Evaluation
12-5. Selecting Assistive Technology: The SETT Framework
12-5a. Student
12-5b. Environment
12-5c. Task
12-5d. Tools
12-5e. Other Assistive Technology Planning Tools
12-6. Active Learning through Innovative Technology
12-6a. Social Software Tools
12-6b. Visual and Media Literacy Tools
12-6c. Opportunities through Technology
Thematic Summary
Making Connections for Inclusive Teaching
Learning Activities
Key Concepts and Terms
Chapter 13. Creating Literacy-Rich Environments for All Learners
13-1. Goals: Literacy Instruction Big Ideas
13-1a. Phonemic Awareness, Phonics, and Word Recognition
13-1b. Fluency with Text
13-1c. Vocabulary
13-1d. Comprehension
13-1e. Writing/Spelling/Handwriting
13-2. Literacy Assessment
13-2a. Formal Assessments
13-2b. Reading Interest Inventories
13-2c. Informal Assessments
13-2d. Ongoing Assessments
13-3. Methods, Materials, and Resources that Promote Literacy for All Learners
13-3a. Fostering Phonemic Awareness, Phonics, and Word Recognition
13-3b. Increasing Fluency with Text
13-3c. Developing Vocabulary
13-3d. Building Comprehension
13-3e. Assisting with Writing/Spelling/Handwriting
13-4. UDL Applications for Reading in the Content Areas
13-4a. Modify the Reading Requirement
13-4b. Modify the Reading Level of the Text
13-4c. Adapt the Format of the Text/Print Material
13-4d. Adapt the Presentation of the Text
13-5. Possible Barriers and Solutions to Literacy Achievement
13-5a. Vision
13-5b. Hearing
13-5c. Social/Emotional
13-5d. Attention Deficit Hyperactivity Disorder
13-5e. Motivation
13-6. UDL Lesson Planning with Differentiated Instruction for Literacy
13-7. Fostering Literacy Collaboration
Thematic Summary
Making Connections for Inclusive Teaching
Learning Activities
Key Concepts and Terms
Chapter 14. Developing an Understanding of Mathematics in All Learners
14-1. Establish Learning Goals: Big Ideas in Mathematics Instruction
14-1a. Problem-Solving
14-1b. Mathematic Communication
14-1c. Numbers and Operations
14-1d. Algebra
14-1e. Geometry and Spatial Sense
14-1f. Measurement
14-1g. Data Analysis and Probability
14-2. Assessment of Mathematics
14-2a. Formal Assessment
14-2b. Informal Assessment
14-3. Methods, Materials, and Resources That Promote Mathematics for All Learners
14-3a. Problem-solving
14-3b. Communication of Mathematic Ideas
14-3c. Numbers and Operations
14-3d. Algebra
14-3e. Geometry and Spatial Sense
14-3f. Measurement
14-3g. Data Analysis and Probability
14-4. Universal Design for Learning Lesson Planning with Differentiated Instruction for Mathematics
14-5. Fostering Collaboration in Mathematics Instruction
Thematic Summary
Making Connections for Inclusive Teaching
Learning Activities
Key Concepts and Terms
Chapter 15. Teaching Critical Content in Science and Social Studies to All Learners
15-1. Challenges for Diverse Learners in Science and Social Studies
15-2. Learning Goals
15-2a. Big Ideas in Science
15-2b. Big Ideas in Social Studies
15-2c. Interdisciplinary Unit Planning
15-2d. Differentiating for Complexity
15-3. Science and Social Studies Content Area Assessment
15-3a. Using Rubrics
15-3b. Applying UDL to Science and Social Studies Assessments
15-4. Methods, Tools, Materials, and Resources for Science and Social Studies Instruction
15-4a. Multiple Means of Representation
15-4b. Working with Vocabulary and Readability
15-4c. Multiple Means of Engagement
15-4d. Multiple Means of Expression
15-5. Academic, Social, and Physical Adaptations
15-5a. The Academic Environment
15-5b. The Physical Environment
15-6. UDL Lesson Planning with Differentiated Instruction for the Content Areas
15-7. Collaboration in Science and Social Studies Instruction
15-7a. Co-teaching
15-7b. Building Community Support
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