MARC details
| 000 -LEADER |
|---|
| fixed length control field |
13284nam a2200373 i 4500 |
| 001 - CONTROL NUMBER |
|---|
| control field |
44655 |
| 003 - CONTROL NUMBER IDENTIFIER |
|---|
| control field |
BD-DhAAL |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
|---|
| control field |
20260809104111.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
|---|
| fixed length control field |
250109t2018 nyu b 001 0 eng |
| 010 ## - LIBRARY OF CONGRESS CONTROL NUMBER |
|---|
| LC control number |
2017005892 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
9780134895024 |
|
|---|
| International Standard Book Number |
0134895029 |
| 035 ## - SYSTEM CONTROL NUMBER |
|---|
| System control number |
19493143 |
| 040 ## - CATALOGING SOURCE |
|---|
| Original cataloging agency |
DLC |
| Language of cataloging |
eng |
| Transcribing agency |
DLC |
| Description conventions |
rda |
| Modifying agency |
DLC |
| -- |
BD-DhAAL |
| 042 ## - AUTHENTICATION CODE |
|---|
| Authentication code |
pcc |
| 043 ## - GEOGRAPHIC AREA CODE |
|---|
| Geographic area code |
n-us--- |
| 050 00 - LIBRARY OF CONGRESS CALL NUMBER |
|---|
| Classification number |
LC1201 |
| Item number |
.M37 2018 |
| 082 00 - DEWEY DECIMAL CLASSIFICATION NUMBER |
|---|
| Classification number |
371.9046 |
| Edition number |
23 |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
|---|
| Personal name |
Mastropieri, Margo A., |
| Dates associated with a name |
1951- |
| Relator term |
author. |
| 9 (RLIN) |
59206 |
| 245 14 - TITLE STATEMENT |
|---|
| Title |
The inclusive classroom : |
| Remainder of title |
strategies for effective differentiated instruction / |
| Statement of responsibility, etc |
Margo A. Mastropieri, Thomas E. Scruggs. |
| 250 ## - EDITION STATEMENT |
|---|
| Edition statement |
Sixth edition. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) |
|---|
| Place of publication, distribution, etc |
NY, NY : |
| Name of publisher, distributor, etc |
Pearson, |
| Date of publication, distribution, etc |
2018. |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
xx, 460 pages : |
| Other physical details |
illustrations ; |
| Dimensions |
28 cm |
| 500 ## - GENERAL NOTE |
|---|
| General note |
"Losse-leaf version." --Cover. |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
|---|
| Bibliography, etc |
Includes bibliographical references (pages 412-444) and indexes. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Machine generated contents note: ch. 1 Introduction to Inclusive Teaching<br/>Learning Outcomes<br/>What Are the Educational Rights for Individuals with Disabilities?<br/>The Least Restrictive Environment<br/>Where Are Students with Disabilities Served?<br/>Mainstreaming and Inclusion<br/>Who Is Served Under IDEA?<br/>Other Instances of Classroom Diversity<br/>Legal Foundations<br/>Legal Proceedings and Legislation<br/>Section 504<br/>Americans with Disabilities Act<br/>Individuals with Disabilities Education Act (IDEA)<br/>No Child Left Behind Act (NCLB) of 2001 and Every Student Succeeds Act (ESSA) of 2015<br/>Models of Service Delivery<br/>The Continuum of Services<br/>Where Are Most Students with Disabilities Served?<br/>What Are General Education Classroom and Consultation Services?<br/>What Are Resource and Self-Contained Services?<br/>Special Schools and Special Facilities<br/>What Other Related Services Are Available?<br/>Full Inclusion<br/>What Does This Debate Mean for Teachers? Note continued: Teacher Attitudes<br/>Summary<br/>ch. 2 Collaboration: Partnerships and Procedures<br/>Learning Outcomes<br/>Collaboration to Meet Students' Needs<br/>Shared Goals<br/>Effective Communication<br/>Strategies for Communicating Effectively<br/>Collaboration and Communication for Intervention<br/>General Education Prereferral Request<br/>The Intervention Process<br/>Collaboration for Referrals and Placements<br/>Collaboration as Partnerships<br/>Consultation Between Special and General Educators<br/>Co-Teaching<br/>Strategies for Collaborating with Paraprofessionals<br/>Strategies for Collaborating Effectively with Parents and Families<br/>Summary<br/>Inclusion Checklist<br/>ch. 3 Teaching Students with Higher-Incidence Disabilities<br/>Learning Outcomes<br/>Speech or Language Impairments<br/>Prevalence, Definitions, and Characteristics of Speech or Language Impairments<br/>Causes of Speech or Language Impairments Note continued: Identification and Assessment of Speech or Language Impairments<br/>Strategies for Making Adaptations for Students with Speech or Language Impairments<br/>Learning Disabilities<br/>Prevalence and Definitions of Learning Disabilities<br/>Causes of Learning Disabilities<br/>Issues in Identification and Assessment of Learning Disabilities<br/>Characteristics of Learning Disabilities<br/>Strategies for Making Classroom Adaptations for Students with Learning Disabilities<br/>Intellectual Disabilities<br/>Prevalence and Definitions of Intellectual Disabilities<br/>Causes of Intellectual Disabilities<br/>Issues in Identification and Assessment of Intellectual Disabilities<br/>Characteristics of Intellectual Disabilities<br/>Strategies for Making Classroom Adaptations for Students with Intellectual Disabilities<br/>Emotional Disturbance<br/>Prevalence and Definitions of Emotional Disturbance<br/>Causes of Emotional Disturbance Note continued: Issues in Identification and Assessment of Emotional Disturbance<br/>Characteristics of Emotional Disturbance<br/>Strategies for Making Classroom Adaptations for Students with Emotional Disturbance<br/>Attention Deficit Hyperactivity Disorder (ADHD)<br/>Definitions, Prevalence, and Characteristics of ADHD<br/>Causes of ADHD<br/>Issues in Identification and Assessment of ADHD<br/>Strategies for Making Classroom Adaptations for Students with Attention Deficit Hyperactivity Disorder<br/>Summary<br/>Inclusion Checklist<br/>ch. 4 Teaching Students with Autism and Lower-Incidence Disabilities<br/>Learning Outcomes<br/>Autism<br/>Prevalence, Definitions, and Characteristics of Autism<br/>Strategies for Making Classroom Adaptations for Students with Autism<br/>Physical Disabilities and Other Health Impairments<br/>Prevalence, Definitions, and Characteristics of Physical Disabilities and Other Health Impairments<br/>Physical and Health-Related Disabilities Note continued: Strategies for Making Classroom Adaptations for Students with Physical Disabilities and Other Health Impairments<br/>Severe and Multiple Disabilities<br/>Prevalence, Definitions, and Characteristics of Severe and Multiple Disabilities<br/>Strategies for Making Classroom Adaptations for Students with Severe and Multiple Disabilities<br/>Visual Impairments<br/>Prevalence, Definitions, and Characteristics of Visual Impairments<br/>Strategies for Making Classroom Adaptations for Students with Visual Impairments<br/>Hearing Impairments Including Deafness<br/>Prevalence, Definitions, and Characteristics of Hearing Impairments<br/>Educational Programming<br/>Strategies for Making Classroom Adaptations for Students with Hearing Impairments<br/>Summary<br/>Inclusion Checklist<br/>ch. 5 Teaching Students with Other Special Learning Needs<br/>Learning Outcomes<br/>Gifted, Creative, and Talented<br/>Definitions, Prevalence, and Characteristics of Gifted, Creative, and Talented Note continued: Issues in Identification and Assessment of Gifted, Creative, and Talented<br/>Strategies for Making Adaptations for Students Who Are Gifted, Creative, and Talented<br/>Students Who Are Culturally and Linguistically Diverse<br/>Prevalence, Definitions, and Characteristics of Culturally and Linguistically Diverse Students<br/>Issues in Identification and Assessment of Culturally and Linguistically Diverse Students<br/>Strategies for Making Adaptations for Students from Culturally and Linguistically Diverse Backgrounds<br/>Students at Risk<br/>Definitions, Prevalence, and Characteristics of Students at Risk<br/>Coordinating Instruction with Compensatory Education Programs<br/>Strategies for Making Adaptations for Students at Risk<br/>Summary<br/>Inclusion Checklist<br/>ch. 6 Effective Differentiated Instruction for AM Students<br/>Learning Outcomes<br/>What Is Differentiated Instruction?<br/>Promoting Effective Differentiated Instruction: The PASS Variables Note continued: P: Prioritize Instruction<br/>Strategies for Planning for Content Coverage<br/>A: Adapt Instructional Methods, Instructional Materials, or the Learning Environment<br/>Strategies for Making Adaptations<br/>S: Systematically Teach with the SCREAM Variables<br/>Strategies for Implementing the SCREAM Variables<br/>Strategies for Maximizing On-Task Behavior<br/>Strategies for Maximizing Time for Learning<br/>S: Systematically Evaluate the Outcomes of Your Instruction<br/>Strategies for Promoting Systematic Evaluation of Instruction<br/>Putting the PASS Variables to Work: Including Model Lesson Components in Instruction<br/>Summary<br/>Inclusion Checklist<br/>ch. 7 Response to Intervention and Multi-Tiered Systems of Support<br/>Learning Outcomes<br/>What Is RTI?<br/>Schoolwide Screening, Progress Monitoring, and Data-Based Decision Making<br/>Strategies for Administering Schoolwide Screening<br/>Strategies for Progress Monitoring and Data-Based Decision Making Note continued: Tier 1: Effective Instruction in General Education<br/>Features of Tier 1 Instruction<br/>Strategies for Implementation of Tier 1 Instruction<br/>Tier 2: Intervention to Remediate<br/>Features of Tier 2 Instruction<br/>Strategies for Implementation of Tier 2 Instruction<br/>Considerations in Implementation of Tier 2 Instruction<br/>Tier 3: Individualized, Intensive Instruction<br/>Strategies for Implementation of Tier 3 Instruction<br/>Fidelity of Implementation<br/>Strategies for Determining Fidelity of Implementation<br/>Strategies for Implementing RTI at The Secondary Level<br/>Challenges with Implementing RTI<br/>Summary<br/>Inclusion Checklist<br/>ch. 8 Improving Motivation and Social Behavior<br/>Learning Outcomes<br/>Setting the Stage for Academic Success<br/>Strategies for Improving Motivation and Affect<br/>Improving Classroom Behavior and Social Skills<br/>Managing Classroom Behavior<br/>Strategies for Observing and Recording Classroom Behavior Note continued: Strategies for Using Effective Classroom Management Methods<br/>Strategies for Less-Intensive Classroom Management Methods<br/>Strategies for More Formal Classroom Management Methods<br/>Strategies for Handling Classroom Confrontations<br/>Strategies for Implementing Schoolwide Discipline Systems<br/>Strategies for Confronting Bullying<br/>Teaching Social Skills<br/>Strategies for Social Skills Training<br/>Summary<br/>Inclusion Checklist<br/>ch. 9 Promoting Inclusion with Classroom Peers<br/>Learning Outcomes<br/>Peer-Supported Social Acceptance<br/>Strategies for Promoting Social Acceptance<br/>Peer Assistance<br/>Strategies for Enlisting Peer Assistance<br/>Peer Tutoring<br/>Benefits of Peer Tutoring<br/>Strategies for Implementing a Tutoring Program<br/>Strategies for Promoting Learning with Classwide Peer Tutoring<br/>Cooperative Learning<br/>Strategies for Implementing Cooperative Learning<br/>Advantages and Challenges of Cooperative Learning<br/>Summary Note continued: Inclusion Checklist<br/>ch. 10 Improving Attention and Memory<br/>Learning Outcomes<br/>Attention<br/>Attention and Students with Special Needs<br/>Strategies for Improving Attention<br/>Strategies for Addressing Extreme Cases of Attention Deficits<br/>Memory<br/>Strategies for Improving Memory<br/>Strategies for Improving Memory with Mnemonic Techniques<br/>Summary<br/>Inclusion Checklist<br/>ch. 11 Teaching Study Skills<br/>Learning Outcomes<br/>Tools for Developing Independent Learners<br/>Strategies for Developing Personal Organizational Skills<br/>Strategies for Promoting Listening Skills<br/>Strategies for Teaching Note-Taking Skills<br/>Research and Reference Skills<br/>Strategies for Teaching Library Skills<br/>Strategies for Preparing Reports and Projects<br/>Summary<br/>Inclusion Checklist<br/>ch. 12 Assessment<br/>Learning Outcomes<br/>Types of Tests<br/>Performance Assessments and Portfolio Assessments<br/>Adapting Tests for Students with Special Needs Note continued: Strategies for Administering Norm-Referenced Tests<br/>Strategies for Adapting Competency-Based Local and Statewide Assessment<br/>Strategies for Adapting Teacher-Made and Criterion-Referenced Tests<br/>Strategies for Using Curriculum-Based Measurement<br/>Strategies for Using Performance Assessment<br/>Strategies for Using Portfolio Assessment<br/>Teach Test-Taking Skills<br/>Strategies for Teaching Test-Taking Skills<br/>Grading<br/>Strategies for Adapting Report Card Grading<br/>Summary<br/>Inclusion Checklist<br/>ch. 13 Literacy<br/>Learning Outcomes<br/>Approaches to Reading<br/>Strategies for Implementing Approaches to Reading<br/>Common Core State Standards in Reading<br/>Teaching Reading Skills<br/>Strategies for Promoting Word Identification<br/>Strategies for Promoting Reading Fluency<br/>Reading Comprehension<br/>Strategies for Teaching Reading Comprehension<br/>Strategies for Implementing Multi-Tiered Reading Instruction with RTI<br/>Written Expression Note continued: Strategies for Improving Handwriting<br/>Strategies for Teaching Spelling<br/>Strategies for Teaching Written Communication<br/>Summary<br/>Inclusion Checklist<br/>ch. 14 Mathematics<br/>Learning Outcomes<br/>Mathematics Education<br/>Mathematics and Students with Disabilities<br/>Teaching Math in Inclusive Settings<br/>Strategies for Teaching Beginning Math<br/>Strategies for Teaching Addition and Subtraction<br/>Strategies for Teaching Multiplication and Division<br/>Strategies for Teaching Problem Solving<br/>Strategies for Teaching About Money and Time<br/>Strategies for Teaching Fractions and Decimals<br/>Strategies for Teaching Area and Volume Concepts<br/>Strategies for Teaching Algebra<br/>Strategies for Teaching Functional Math<br/>Summary<br/>Inclusion Checklist<br/>ch. 15 Science, Social Studies, and Transitions<br/>Learning Outcomes<br/>Adapting Textbook-Oriented Approaches in Science and Social Studies Note continued: Common Core State Standards Relevant to Science and Social Studies<br/>Strategies for Effective Teaching in Science and Social Studies<br/>Strategies for Promoting Independent Learning from Textbooks<br/>Strategies for Adapting Textbook Materials<br/>Adapting Activities-Oriented Approaches in Science and Social Studies<br/>Strategies for Adapting Science Activities<br/>Strategies for Adapting Life Science Activities<br/>Strategies for Adapting Earth Science Activities<br/>Strategies for Adapting Physical Science Activities<br/>Strategies for Adapting Social Studies Activities<br/>Inquiry Learning in Science and Social Studies<br/>Strategies for Adapting Inquiry Learning Activities<br/>Transitions<br/>Planning for Transition<br/>Strategies for Promoting Transitions<br/>Strategies for Transitioning for the Future<br/>Summary<br/>Inclusion Checklist<br/> |
| 526 ## - STUDY PROGRAM INFORMATION NOTE |
|---|
| Program name |
LTIC |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name as entry element |
Mainstreaming in education |
| Geographic subdivision |
United States. |
|
|---|
| Topical term or geographic name as entry element |
Classroom management |
| Geographic subdivision |
United States. |
|
|---|
| Topical term or geographic name as entry element |
Education. |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Scruggs, Thomas E., |
| Dates associated with a name |
1948- |
| Relator term |
author. |
| 9 (RLIN) |
59207 |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
Dewey Decimal Classification |
| Item type |
Book |
