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008			250109t2018 nyu b 001 0 eng
010			_a 2017005892
020			_a9780134895024
020			_a0134895029
035			_a19493143
040			_aDLC _beng _cDLC _erda _dDLC _dBD-DhAAL
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050	0	0	_aLC1201 _b.M37 2018
082	0	0	_a371.9046 _223
100	1		_aMastropieri, Margo A., _d1951- _eauthor. _959206
245	1	4	_aThe inclusive classroom : _bstrategies for effective differentiated instruction / _cMargo A. Mastropieri, Thomas E. Scruggs.
250			_aSixth edition.
260			_aNY, NY : _bPearson, _c2018.
300			_axx, 460 pages : _billustrations ; _c28 cm
500			_a"Losse-leaf version." --Cover.
504			_aIncludes bibliographical references (pages 412-444) and indexes.
505			_aMachine 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
526			_aLTIC
650		0	_aMainstreaming in education _zUnited States.
650		0	_aClassroom management _zUnited States.
650		0	_aEducation.
700	1		_aScruggs, Thomas E., _d1948- _eauthor. _959207
942			_2ddc _cBK
999			_c47422 _d47422