The inclusive classroom : strategies for effective differentiated instruction / Margo A. Mastropieri, Thomas E. Scruggs.

"Losse-leaf version." --Cover.

Includes bibliographical references (pages 412-444) and indexes.

Machine generated contents note: ch. 1 Introduction to Inclusive Teaching
Learning Outcomes
What Are the Educational Rights for Individuals with Disabilities?
The Least Restrictive Environment
Where Are Students with Disabilities Served?
Mainstreaming and Inclusion
Who Is Served Under IDEA?
Other Instances of Classroom Diversity
Legal Foundations
Legal Proceedings and Legislation
Section 504
Americans with Disabilities Act
Individuals with Disabilities Education Act (IDEA)
No Child Left Behind Act (NCLB) of 2001 and Every Student Succeeds Act (ESSA) of 2015
Models of Service Delivery
The Continuum of Services
Where Are Most Students with Disabilities Served?
What Are General Education Classroom and Consultation Services?
What Are Resource and Self-Contained Services?
Special Schools and Special Facilities
What Other Related Services Are Available?
Full Inclusion
What Does This Debate Mean for Teachers? Note continued: Teacher Attitudes
Summary
ch. 2 Collaboration: Partnerships and Procedures
Learning Outcomes
Collaboration to Meet Students' Needs
Shared Goals
Effective Communication
Strategies for Communicating Effectively
Collaboration and Communication for Intervention
General Education Prereferral Request
The Intervention Process
Collaboration for Referrals and Placements
Collaboration as Partnerships
Consultation Between Special and General Educators
Co-Teaching
Strategies for Collaborating with Paraprofessionals
Strategies for Collaborating Effectively with Parents and Families
Summary
Inclusion Checklist
ch. 3 Teaching Students with Higher-Incidence Disabilities
Learning Outcomes
Speech or Language Impairments
Prevalence, Definitions, and Characteristics of Speech or Language Impairments
Causes of Speech or Language Impairments Note continued: Identification and Assessment of Speech or Language Impairments
Strategies for Making Adaptations for Students with Speech or Language Impairments
Learning Disabilities
Prevalence and Definitions of Learning Disabilities
Causes of Learning Disabilities
Issues in Identification and Assessment of Learning Disabilities
Characteristics of Learning Disabilities
Strategies for Making Classroom Adaptations for Students with Learning Disabilities
Intellectual Disabilities
Prevalence and Definitions of Intellectual Disabilities
Causes of Intellectual Disabilities
Issues in Identification and Assessment of Intellectual Disabilities
Characteristics of Intellectual Disabilities
Strategies for Making Classroom Adaptations for Students with Intellectual Disabilities
Emotional Disturbance
Prevalence and Definitions of Emotional Disturbance
Causes of Emotional Disturbance Note continued: Issues in Identification and Assessment of Emotional Disturbance
Characteristics of Emotional Disturbance
Strategies for Making Classroom Adaptations for Students with Emotional Disturbance
Attention Deficit Hyperactivity Disorder (ADHD)
Definitions, Prevalence, and Characteristics of ADHD
Causes of ADHD
Issues in Identification and Assessment of ADHD
Strategies for Making Classroom Adaptations for Students with Attention Deficit Hyperactivity Disorder
Summary
Inclusion Checklist
ch. 4 Teaching Students with Autism and Lower-Incidence Disabilities
Learning Outcomes
Autism
Prevalence, Definitions, and Characteristics of Autism
Strategies for Making Classroom Adaptations for Students with Autism
Physical Disabilities and Other Health Impairments
Prevalence, Definitions, and Characteristics of Physical Disabilities and Other Health Impairments
Physical and Health-Related Disabilities Note continued: Strategies for Making Classroom Adaptations for Students with Physical Disabilities and Other Health Impairments
Severe and Multiple Disabilities
Prevalence, Definitions, and Characteristics of Severe and Multiple Disabilities
Strategies for Making Classroom Adaptations for Students with Severe and Multiple Disabilities
Visual Impairments
Prevalence, Definitions, and Characteristics of Visual Impairments
Strategies for Making Classroom Adaptations for Students with Visual Impairments
Hearing Impairments Including Deafness
Prevalence, Definitions, and Characteristics of Hearing Impairments
Educational Programming
Strategies for Making Classroom Adaptations for Students with Hearing Impairments
Summary
Inclusion Checklist
ch. 5 Teaching Students with Other Special Learning Needs
Learning Outcomes
Gifted, Creative, and Talented
Definitions, Prevalence, and Characteristics of Gifted, Creative, and Talented Note continued: Issues in Identification and Assessment of Gifted, Creative, and Talented
Strategies for Making Adaptations for Students Who Are Gifted, Creative, and Talented
Students Who Are Culturally and Linguistically Diverse
Prevalence, Definitions, and Characteristics of Culturally and Linguistically Diverse Students
Issues in Identification and Assessment of Culturally and Linguistically Diverse Students
Strategies for Making Adaptations for Students from Culturally and Linguistically Diverse Backgrounds
Students at Risk
Definitions, Prevalence, and Characteristics of Students at Risk
Coordinating Instruction with Compensatory Education Programs
Strategies for Making Adaptations for Students at Risk
Summary
Inclusion Checklist
ch. 6 Effective Differentiated Instruction for AM Students
Learning Outcomes
What Is Differentiated Instruction?
Promoting Effective Differentiated Instruction: The PASS Variables Note continued: P: Prioritize Instruction
Strategies for Planning for Content Coverage
A: Adapt Instructional Methods, Instructional Materials, or the Learning Environment
Strategies for Making Adaptations
S: Systematically Teach with the SCREAM Variables
Strategies for Implementing the SCREAM Variables
Strategies for Maximizing On-Task Behavior
Strategies for Maximizing Time for Learning
S: Systematically Evaluate the Outcomes of Your Instruction
Strategies for Promoting Systematic Evaluation of Instruction
Putting the PASS Variables to Work: Including Model Lesson Components in Instruction
Summary
Inclusion Checklist
ch. 7 Response to Intervention and Multi-Tiered Systems of Support
Learning Outcomes
What Is RTI?
Schoolwide Screening, Progress Monitoring, and Data-Based Decision Making
Strategies for Administering Schoolwide Screening
Strategies for Progress Monitoring and Data-Based Decision Making Note continued: Tier 1: Effective Instruction in General Education
Features of Tier 1 Instruction
Strategies for Implementation of Tier 1 Instruction
Tier 2: Intervention to Remediate
Features of Tier 2 Instruction
Strategies for Implementation of Tier 2 Instruction
Considerations in Implementation of Tier 2 Instruction
Tier 3: Individualized, Intensive Instruction
Strategies for Implementation of Tier 3 Instruction
Fidelity of Implementation
Strategies for Determining Fidelity of Implementation
Strategies for Implementing RTI at The Secondary Level
Challenges with Implementing RTI
Summary
Inclusion Checklist
ch. 8 Improving Motivation and Social Behavior
Learning Outcomes
Setting the Stage for Academic Success
Strategies for Improving Motivation and Affect
Improving Classroom Behavior and Social Skills
Managing Classroom Behavior
Strategies for Observing and Recording Classroom Behavior Note continued: Strategies for Using Effective Classroom Management Methods
Strategies for Less-Intensive Classroom Management Methods
Strategies for More Formal Classroom Management Methods
Strategies for Handling Classroom Confrontations
Strategies for Implementing Schoolwide Discipline Systems
Strategies for Confronting Bullying
Teaching Social Skills
Strategies for Social Skills Training
Summary
Inclusion Checklist
ch. 9 Promoting Inclusion with Classroom Peers
Learning Outcomes
Peer-Supported Social Acceptance
Strategies for Promoting Social Acceptance
Peer Assistance
Strategies for Enlisting Peer Assistance
Peer Tutoring
Benefits of Peer Tutoring
Strategies for Implementing a Tutoring Program
Strategies for Promoting Learning with Classwide Peer Tutoring
Cooperative Learning
Strategies for Implementing Cooperative Learning
Advantages and Challenges of Cooperative Learning
Summary Note continued: Inclusion Checklist
ch. 10 Improving Attention and Memory
Learning Outcomes
Attention
Attention and Students with Special Needs
Strategies for Improving Attention
Strategies for Addressing Extreme Cases of Attention Deficits
Memory
Strategies for Improving Memory
Strategies for Improving Memory with Mnemonic Techniques
Summary
Inclusion Checklist
ch. 11 Teaching Study Skills
Learning Outcomes
Tools for Developing Independent Learners
Strategies for Developing Personal Organizational Skills
Strategies for Promoting Listening Skills
Strategies for Teaching Note-Taking Skills
Research and Reference Skills
Strategies for Teaching Library Skills
Strategies for Preparing Reports and Projects
Summary
Inclusion Checklist
ch. 12 Assessment
Learning Outcomes
Types of Tests
Performance Assessments and Portfolio Assessments
Adapting Tests for Students with Special Needs Note continued: Strategies for Administering Norm-Referenced Tests
Strategies for Adapting Competency-Based Local and Statewide Assessment
Strategies for Adapting Teacher-Made and Criterion-Referenced Tests
Strategies for Using Curriculum-Based Measurement
Strategies for Using Performance Assessment
Strategies for Using Portfolio Assessment
Teach Test-Taking Skills
Strategies for Teaching Test-Taking Skills
Grading
Strategies for Adapting Report Card Grading
Summary
Inclusion Checklist
ch. 13 Literacy
Learning Outcomes
Approaches to Reading
Strategies for Implementing Approaches to Reading
Common Core State Standards in Reading
Teaching Reading Skills
Strategies for Promoting Word Identification
Strategies for Promoting Reading Fluency
Reading Comprehension
Strategies for Teaching Reading Comprehension
Strategies for Implementing Multi-Tiered Reading Instruction with RTI
Written Expression Note continued: Strategies for Improving Handwriting
Strategies for Teaching Spelling
Strategies for Teaching Written Communication
Summary
Inclusion Checklist
ch. 14 Mathematics
Learning Outcomes
Mathematics Education
Mathematics and Students with Disabilities
Teaching Math in Inclusive Settings
Strategies for Teaching Beginning Math
Strategies for Teaching Addition and Subtraction
Strategies for Teaching Multiplication and Division
Strategies for Teaching Problem Solving
Strategies for Teaching About Money and Time
Strategies for Teaching Fractions and Decimals
Strategies for Teaching Area and Volume Concepts
Strategies for Teaching Algebra
Strategies for Teaching Functional Math
Summary
Inclusion Checklist
ch. 15 Science, Social Studies, and Transitions
Learning Outcomes
Adapting Textbook-Oriented Approaches in Science and Social Studies Note continued: Common Core State Standards Relevant to Science and Social Studies
Strategies for Effective Teaching in Science and Social Studies
Strategies for Promoting Independent Learning from Textbooks
Strategies for Adapting Textbook Materials
Adapting Activities-Oriented Approaches in Science and Social Studies
Strategies for Adapting Science Activities
Strategies for Adapting Life Science Activities
Strategies for Adapting Earth Science Activities
Strategies for Adapting Physical Science Activities
Strategies for Adapting Social Studies Activities
Inquiry Learning in Science and Social Studies
Strategies for Adapting Inquiry Learning Activities
Transitions
Planning for Transition
Strategies for Promoting Transitions
Strategies for Transitioning for the Future
Summary
Inclusion Checklist

LTIC