Designed for those looking for a
brief Inclusion text and alternative teacher certification
programs
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Presents 2-tiered
research-based process:
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Tier 1 Provides a problem
solving approach for identifying if a problem exist or could exist;
what hyposthesis should be made; and why the problem is
occurring
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Tier 2 Provides a framework
for selecting and employing research-based strategies/interventions
for the identified problem
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SAALE Model - introduced in
ch. 3 - a problem solving appraoch for identifying student problems so
appropriate interventions may be selected and implemented
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Ch. 1 - big picture of
inclusion and critical terms
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Ch. 2 - presents the "process"
of inclusion, collaboration, and co-teaching
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Chapters 4-9 provide extensive
information on interventions to be used in instructional planning and
implementation in inclusive settings.
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INTASC Matrix is included in
the text's inside cover
Chapter Framework:
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Chapter at a Glance - help
reader see complete structure of the chapter and how all sections of the
chapter are connected
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Learner Objectives - explain
what each learner will accomplish upon completion of the
chapter
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Vignettes - help readers
connect meaningfully with chapter content
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Summary - helps readers
reflect on information covered
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Resources and Suggested
Readings - list of resources and suggested readings that the reader may
find helpful for further exploration
Each Chapter includes:
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Information on diversity,
technology, classroom collaboration, and standards-based
education
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Teacher Resources including
websites and resources are provided at the end of each
chapter
CHAPTER 1: Setting the
Stage: The Big Pictures
THE CURRICULUM
MAZE
Two
Magic Words
Expanding the Process
ESTABLISHING A COMMON
VOCABULARY
CHAPTER 2: The
Process: Collaboration and Co-Teaching
LEGISLATION AT
WORK
Section
504
The
Education for all Handicapped Children
IDEA and
NCLB
EDUCATORS AND EXPANDING
ROLES
EFFECTIVE
COLLABORATION
Effective Collaboration Tips for
Special Educators, General Educators, and Administrators
CO-TEACHING
CHAPTER 3: Systematic
Assessment for Inclusion: The SAALE Model
WHAT RESEARCH HAS TO
SAY
LOGICAL CONNECTIONS:
PUTTING WHAT YOU KNOW INTO THE SAALE MODEL
Where
the SAALE Model Fits into the School Day
THE INTERVENTION/TRANSITION
CHECKLIST
SAALE PROCESS AND UPCOMING
CHAPTERS
CHAPTER 4: Adapting
the Learning Environment
SOCIOEMOTIONAL ADAPTATIONS
FOR THE CLASSROOM
TEACHER ATTITUDES
The
Special Education Teacher's Role in Preparing the General Education
Teacher
Communication
STUDENT ATTITUDES AND
SELF-ESTEEM
Preparing for Inclusion
ADAPTING THE BEHAVORIAL
ENVIRONMENT
The
Teacher Sets the Tone
Providing Class Structure
Managing
Students
ADAPTING THE PHYSICAL
ENVIRONMENT
Grouping
for Instruction
Classroom
Design
CHAPTER 5: Adapting Lesson
Plans
THE PROCESS OF LESSON
PLANNING AND STANDARDS
Standards
Collaboration in Lesson
Planning
Components of a Lesson
Plan
LESSON PLANNING AND THE GUIDING
PRINCIPLES
INTEGRATION OF BEST PRACTICE
INTO LESSONS
DEVELOPING A STANDARDS-BASED
LESSON PLAN
CHAPTER 6: Adapting Teaching
Techniques
HOW STUDENTS
LEARN
Learning
and Cognitive Styles
Conditions Affecting Learning
Styles
ADAPTING TEACHING
TECHNIQUES
Teaching
Modes
CHAPTER 7: Adapting the
Format of Content
ORGANIZING
CONTENT
Directions
Worksheet Modifications
The
Note-Taking Process
Study
Guides
General
Study Tips for Secondary Students
ADAPTING THE PRESENTATION OF
CONTENT
ADAPTING ASSIGNMENTS
Tips for
Assignments
Assignment Assumptions
Types of
Assignments
CHAPTER 8: Adapting
Assessment, Evaulation and Grading
STANDARDS
Assessment and Laws
TESTING TYPES
Standards and High Stakes State
Tests
Major
District Standardized Tests
Classroom-Embedded
Assessment
GRADING STUDENTS IN INCLUSIVE
SETTINGS
GRADING AND
ASSESSMENT
Alternative Methods of
Grading
Marking
or Grading Tests
Providing Feedback to Students and
Parents
References
Glossary
Index