Including Adolescents With Disabilities in General Education Classrooms
by Smith, Tom E.; Gartin, Barbara L.; Murdick, Nikki L.Edition: 1st
Format: Paperback
Pub. Date: 2011-07-29
Publisher(s): Pearson
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Summary
Written by a best-selling author team, this book focuses on secondary inclusive classrooms and the instructional strategies that ensure the learning success of all middle and secondary students. Focused on research-based strategies, Teaching Adolescents in Middle and Secondary Inclusive Classrooms, 1e,shows how to accommodate and modify instruction for secondary students with special needs. Organized in two parts, it explains the developmental differences, disabilities, and social skills deficits that can impact adolescents and then offers specific ways to improve instruction. Learn more about strategies such as co-teaching, differentiated instruction, strategies instruction, and peer-assisted learning. Understand how to implement strategies specific to literacy, math, science, self-determination and social skills. Reflect on study questions, closing cases and activities that provide real-life, diversity-rich examples of strategies in action.
Author Biography
Dr. Tom Smith is currently Dean of the College of Education and Health Professions, University of Arkansas, and University Professor of Special Education. Additionally, he has served as Executive Director of the Division on Autism and Developmental Disabilities of the Council for Exceptional Children for 20 years. Dr. Smith has authored and co-authored 27 textbooks, including a recently published sixth edition of Teaching Students with Special Needs in Inclusive Settings, co-authored with Ed Polloway, Jim Patton, and Carol Dowdy and published by Pearson. He has also published more than 40 articles in referenced journals, primarily focusing on students with mild disabilities and legal issues related to special education.
Dr. Barbara C. Gartin is 1982 graduate of the University of Georgia program in the Education of Exceptional Children and a University Professor of Special Education in the Department of Curriculum and Instruction at the University of Arkansas. She has worked as a high school special education teacher in Georgia before joining the University of Arkansas faculty. Dr. Barbara Gartin has published numerous articles on issues related to behavior management, inclusion, and special education law. In 2002, she co-authored How to use differentiated instruction with students with developmental disabilities in the general education classroom for the Division on Developmental Disabilities (Council for Exceptional Children) with Nikki Murdick, Marcia Imbeau, and Darlene Perner. With Nikki Murdick and Terry Crabtree, she co-authored the first edition of Special Education Law in 2002 and the second edition in 2007, both published by Pearson Education. In 2006, she co-authored Families and Children with Special Needs: Parent and Professional Partnerships with Tom Smith, Nikki Murdick and Alan Hilton, which was also published by Pearson Education. Her research interests include legal issues in the provision of appropriate services for students with special needs, the educational implications of disability, especially rare syndromes, and issues of parent advocacy. She has served as the President of the Educational Division of AAIDD and as the President of the Division of Autism and Developmental Disabilities.
Dr. Nikki Murdick is a professor of Special Education in the Department of Educational Studies in the College of Public Services at Saint Louis University, St. Louis, MO. Throughout her career she has worked as a classroom teacher, clinical behavior specialist, curriculum developer, parent advocate, and University professor. Dr. Murdick has published numerous articles on issues related to behavior management, inclusion, and special education legal concerns of students with cognitive and behavioral disabilities. She has co-authored a monograph on differentiated instruction, a text on Special Education Law, and a text on Families and Children with Special Needs: Parent and Professional Partnerships. Her research interests include legal issues in the provision of appropriate services for students with special needs, parent advocacy, and educational implications of disability that impact the educational success of students.
Table of Contents
Chapter 1: Adolescents with Disabilities
Types of Development
Intellectual Development
Physical Development
Emotional/Psychological Development
Social Development
Moral/Ethical Development
Adolescents with Disabilities
Intellectual Disability
Learning Disabilities
Behavioral/Emotional Disorders
Autism Spectrum Disorders: Autism and Asperger’s Syndrome
Low-Incidence Categories
Cerebral Palsy
Traumatic Brain Injury
Summary
Activities
References
Chapter 2: Services for Adolescents with Disabilities in Middle and Secondary Schools
Introduction
Secondary Public Education
Organization of Secondary Education
Purpose of Secondary Schools
Secondary School Curricula
Diversity in Secondary Schools
Challenges in Secondary Schools
Teaching in Secondary Schools
Special Education Services in Secondary Schools
Traditional Services for Adolescents with Disabilities in Middle and Secondary Schools
Current Programming Models
Inclusion of Students with Disabilities in Secondary Schools
The Inclusion Movement
Rationale Supporting Inclusion
Advantages and Disadvantages of Inclusion
Parent and Teacher Support for Inclusion
Legal Basis for Special Education Services
Individuals with Disabilities Education Act
Section 504 and the ADA
Litigation and Special Education
Goals for Adolescents with Disabilities in Middle and Secondary Schools
Issues Facing Secondary Special Education
Dropping Out of School
Increasing Accountability
Role of Teachers
Summary
Activities
References
Chapter 3: The Special Education Process in Middle/Secondary Schools
Introduction
Referral
Behaviors Suggesting Referral
Legal Requirements
Referral Meeting
Teacher’s Role in the Referral Process
Response to Intervention
Assessment
Legal Requirements
Types of Assessment
Norm-References Tests
Criterion-Referenced Tests
Other Forms of Assessment
Selecting Types of Assessment
Teacher’s Role in the Assessment Process
Determining Eligibility
Individualized Educational Programming
Legal Requirements
The IEP Process
Behavior Intervention Planning
Legal Requirements
Transition Planning
Legal Requirements
Transfer of Rights
Facilitating IEP Participation
Facilitating Parental Involvement
Facilitating Student Involvement
Teacher’s Role in the IEP Process
Least Restrictive Environment
Legal Requirements
Continuum of Placement Options
Due Process
Role of Special Education and Classroom Teachers in the Special Education Process
Summary
Activities
References
Chapter 4: Transition Programming for Adolescents with Disabilities
Introduction
Vertical Transition
Transitions Within Secondary School
Transitions out of School
Student-Centered Planning
Transition Curriculum
Postsecondary Education Goal
Vocational Goal
Postsecondary Independent Living Goal
Legal Requirements for Transition of Students with Disabilities
Transition Assessment for Planning
The Transition Planning Team
The Transition Plan
Age of Majority
Summary
Activities
References
Chapter 5: Home/Family Collaboration Communication in a Middle/Secondary Inclusive Classroom
Introduction
Collaboration
Impact of Family Involvement
Standards and Family Involvement
Legal Mandate for Family Involvement
The Family
Characteristics of Families
Tips for Communicating with Families
Impact of a Child with Disabilities on the Family
Parents and Stress
Siblings and Stress
Extended Family and Stress
Professionals and Family Stress
Families from Diverse Backgrounds
Diversity in Family Structure
Tips for Working with Families with Diverse Family Structures
Diversity in Culture and Language
Tips for Working with Families with Culture and Language Differences
Developing a Culturally Sensitive Classroom
School and Family Collaboration
Encouraging Parental Participation
Summary
Activities
References
Chapter 6: Classroom Management and Adolescents with Disabilities
Introduction
Components of Classroom Management
Organization of Classroom Space
Seating Arrangement
Classroom Climate
Classroom Norms
Developing Classroom Rules and Procedures
Planning and Conducting Instruction
Learning and Instructional Time
Maintaining Appropriate Behaviors
Positive Behavior Supports (PBS)
School-Wide Positive Behavioral Support
Empowering Students
Modeling Appropriate Behaviors
Reinforcing Appropriate Behaviors
Decreasing Inappropriate Behaviors
Responding to Minor Inattention and Misbehavior
Behavior Intervention Planning
Determining Underlying Causes
Punishment
Summary
Activities
References
Chapter 7: Co-Teaching
Introduction
Cooperative Teaching Model
Benefits of Co-Teaching
Research Base for Co-Teaching
Before Beginning a Co-Teaching Model
Strengthening Co-Teaching Relationships
Co-Teaching Models
Teaming
One Teaching, One Observing
One Teaching, One Assisting
Station Teaching
Parallel Teaching
Alternative Teaching
Role of School Personnel in Co-Teaching
Role of Paraprofessionals
Role of Administration
Role of Other Professionals
Strategies Used in Implementing Co-Teaching
Evaluating Cooperative Teaching
Summary
Activities
References
Chapter 8: Differentiated Instruction
Introduction
Evidence-Based Practices on Content Area Strategies
Differentiated Instruction
Key Concepts in Using Differentiation of Instruction
Content
Process
Product
Affect
Learning Environment
Implementing Differentiation of Instruction in Middle and Secondary Classrooms
Summary
Activities
References
Chapter 9: Strategies Instruction
Introduction
Teaching Students How to Use Strategies
The Strategic Instruction Model (SIM)
Student-Focused Interventions–Learning Strategies
Strategies to Acquire Information
Strategies for Storing and Retrieving Information
Strategies for Expressing Learned Materials
Summary
Activities
References
Chapter 10: Strategies for Teaching Content to Adolescents with Disabilities:
Reading and Language Arts
Introduction
Instruction in Reading
Phonics and Phonemic Awareness
Vocabulary
Fluency
Motivation
Instruction in Writing
Mechanics of Writing
Spelling
Written Expression
Guiding Principles for Literacy Instruction
Strategies to Enhance Content Literacy
Phonics and Phonemic Awareness
Comprehension
DR-TA (Directed Reading-Thinking Activity)
Directed Reading Activity (DRA)
ReQuest
List-Group-Label
Question-Answer-Relationship (QAR)
Cluster Strategies
Semantic Feature Analysis (SFA)
Context-Structure-Sound-Reference (CSSR)
Language Arts and English
Instruction in Social Studies
Summary
Activities
References
Chapter 11 Strategies for Teaching Content to Adolescents with Disabilities:
Math and Science
Introduction
Teaching Math to Students with Disabilities
Math Standards
Math Instructional Ideas
General Math Accommodations
Assessing Math Skills
Teaching Science to Students with Disabilities
Traditional Science Teaching Approaches
Other Science Teaching Methods
Accessibility and Science Labs
Connecting Math and Science Instruction
Integrated Curriculum
Summary
Activities
References
Chapter 12: Strategies for Teaching Social Skills to Adolescents with Disabilities
Introduction
Importance of Social Skills
Social Skills and Individuals with Disabilities
Social Skills Deficits
Importance of Social Skills for Students with Disabilities
Social Skills Instruction
Assessment of Social Skills
Social Skills and Culture
Strategies to Teach Social Skills
Level 1–Structuring a Classroom Community
Level ii–Specific Strategies and Curriculum for Promoting Social Competence
Level III–Targeted Individual Interventions
Planning and Implementing Social Skills Interventions
Summary
Activities
References
Chapter 13: Strategies for Teaching Self-Determination Skills to Adolescents with Disabilities
Introduction
Self-Determination
Components of Self-Determination
Need for Self-Determination Skills
Teaching Self-Determination Skills
Self-Determination Preparation Programs
Student Involvement in the Educational Process
Age of Majority
Self-Determination Supports in Postsecondary Educational Settings
Summary
Activities
References
Chapter 14: Vocational/Technical Education for Adolescents with Disabilities
Introduction
Legislation
Vocational Rehabilitation
Special Education
Developmental Disabilities
Employment Services
Civil Rights
Assessing Vocational Needs of Adolescents with Disabilities
Vocational Assessment: Data Gathering
Vocational Assessment: Future Environments
Application of Academic Content to Real-Life Situations
Vocational Programs for Adolescents with Disabilities
School-Based Vocational Training
Postsecondary Education
Summary
Activities
References
Name Index
Subject Index
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