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Teaching in Inclusive Classrooms
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Teaching in Inclusive Classrooms

Third Edition
Available with:
Learning platform
February 2024 | 496 pages | SAGE Publications, Inc
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Teaching in Inclusive Classrooms uses the research-validated ADAPT framework (Ask, Determine, Analyze, Propose, Test) to help teachers determine how, when, and with whom to use proven academic and behavioral interventions to obtain the best outcomes for students with disabilities. Through clear language and practical examples, authors Diane P. Bryant, Deborah D. Smith, and Brian R. Bryant show how to create truly inclusive classrooms for students who have disabilities and who are gifted through evidence-based practices and hands-on strategies. The Third Edition includes reorganized chapters on Individualized Services and Diverse Learners, new information on the latest court cases and IDEA funds, and revised sections on disabilities. Brand new videos address a wide range of current issues in teaching, including the impacts of COVID on inclusive classrooms. With this guide, educators will be inspired and equipped to effectively teach students with disabilities in inclusive settings.

Watch this video walkthrough and see how Vantage works:


                              



 
Chapter 1: Inclusive Teaching as Responsive Education
The ADAPT Framework

 
Inclusive Education

 
Special Education

 
The Foundations of Special Education

 
Thinking About Disabilities

 
Disabilities Defined

 
 
Chapter 2: Delivery of Individualized Services to Students With Different Learning Needs
ADAPT in Action

 
Multi-Tiered Systems of Support

 
The Evaluation and Identification Process

 
Risks for Disabilities and Special Education Identification

 
Members of the Individualized Education Program Team

 
Individualized Education Plans and Programs

 
Related Services and Providers

 
 
Chapter 3: Developing Collaborative Partnerships in Schools and With Families
Characteristics of Collaboration

 
Critical Prerequisite Skills for Effective Collaboration

 
How Professionals Can Work Together Collaboratively

 
How Professionals Can Collaborate With Paraprofessionals

 
How Professionals Can Collaborate With Families

 
 
Chapter 4: Culturally and Linguistically Diverse Learners and Families and Gifted And Talented Learners
Meeting the Needs of Students in Culturally and Linguistically Diverse Classrooms

 
Culturally and Linguistically Diverse Gifted Students

 
Applying the Response to Intervention Framework for Culturally and Linguistically Diverse Learners

 
Effective Multicultural Special Education Programs

 
Bilingual Special Education

 
 
Chapter 5: Understanding Learners With the Most Common Disabilities or Conditions
Considering Diversity: Overrepresentation and Underrepresentation of Students in Special Education Categories

 
Categories for Students With Disabilities

 
Ways Disabilities Are Organized for Special Education

 
Attributes of Students With Learning Disabilities

 
Attributes of Students With Speech or Language Impairments

 
Attributes of Students With Attention Deficit Hyperactivity Disorder

 
Attributes of Students With Autism Spectrum Disorder

 
Attributes of Students With Intellectual and Developmental Disabilities

 
Attributes of Students With Emotional or Behavioral Disorders

 
 
Chapter 6: Understanding Learners With Less Frequent Disabilities or Conditions
Attributes of Students With Less Common Disabilities

 
Attributes of Students With Health Impairments

 
Attributes of Students With Multiple Disabilities

 
Attributes of Students With Developmental Delay

 
Attributes of Students With Physical Disabilities

 
Attributes of Students Who Are Deaf and Hard of Hearing

 
Attributes of Students With Visual Disabilities

 
Attributes of Students With Traumatic Brain Injury

 
Attributes of Students With Deaf-Blindness

 
 
Chapter 7: Designing and Delivering Differentiated Instruction
Differentiated Instruction

 
The ADAPT Framework

 
Effective Practices for Designing and Delivering Instruction

 
How Instructional Grouping Practices Can Promote Effective Instruction

 
 
Chapter 8: Promoting Access to the General Education Curriculum
Universal Design for Learning

 
Guidelines for Textbooks and Instructional Materials to Use With Students Who Have Unique Learning Needs

 
Assistive Technology Devices and Services for Promoting Access to the General Education Curriculum

 
 
Chapter 9: Assessment and Data-Based Decision-Making
Data-Based Instructional Decisions

 
Why We Assess Students

 
Assessing Students With Unique Learning Needs

 
Adapting and Modifying Assessments for Students With Unique Learning Needs

 
 
Chapter 10: Promoting Positive Behavior and Facilitating Social Skills
Practices That Can Be Used to Foster Student Relationships and Communication

 
Ways to Communicate Effectively With Students

 
Effective Classroom Arrangement Practices

 
Goals of Misbehavior

 
Assessing Problem Behaviors

 
Instructional Strategies for Behavior Problems

 
Promoting Safer Schools

 
 
Chapter 11: Teaching Reading
Issues Related to Reading Instruction

 
The Five Components of Reading and Phonological Awareness

 
Phonics and Word Study

 
Reading Fluency

 
Reading Vocabulary

 
Reading Comprehension

 
 
Chapter 12: Teaching Writing
Dysgraphia

 
The Stages of Writing

 
Ways Teachers Can Provide Effective Instruction and Adaptations for Writing

 
 
Chapter 13: Teaching Mathematics
Characteristics of Students With Mathematics Difficulties and Attributes of Effective Instruction

 
Early Number Development and How It Is Taught

 
Number Combinations and How They Are Taught

 
Place Value and How It Is Taught

 
Whole-Number Computation and How It Is Taught

 
Rational Numbers and How They Are Taught

 
Algebra and How It Is Taught

 
Problem Solving and How It Is Taught

 
 
Chapter 14: Facilitating Content-Area Instruction and Study Skills
Difficulties Students Demonstrate With Content-Area Instruction

 
Teaching Content-Area Vocabulary and Concepts

 
Monitoring Reading Comprehension

 
Learning From Textbook Instruction

 
Promoting Student Participation

 
Helping Students With Difficulties in Study Skills

 
Ways to Facilitate Memorization and Test Taking

 

Ideal for those on the SEN specialist pathway or undertaking a dissertation or action research as well as supporting the CCF

Mrs Catherine Carden
Faculty of Education, Canterbury Christ Church University
July 25, 2024
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using as extra for EDU 246

Professor Barbara Lisk
Social Science Dept, Indian Hills Community College
August 13, 2024
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Key features
NEW TO THIS EDITION:
  • The new edition is available in Sage Vantage, an intuitive learning platform that integrates quality Sage textbook content with assignable multimedia activities and auto-graded assessments to drive student engagement and ensure accountability. Unparalleled in its ease of use and built for dynamic teaching and learning, Vantage offers customizable LMS integration and best-in-class support.
    • Flashcards and note-taking tools help students better prepare for class.
    • NEW! Audiobook Player allows students to listen to text content, boosting comprehension and retention. It offers flexible, on-the-go access, engaging both reluctant readers and auditory learners, improving the overall reading experience.
    • The Offline Reading option in the Student Dashboard offers greater accessibility to Vantage’s reading content, regardless of where students are or how strong their internet connection may be.
  • Significant new coverage of Multi-tiered Systems of Support (MTSS) and Positive Behavioral Interventions and Support (PBIS) better incorporates these frameworks throughout the book.
  • Expanded coverage of Individualized Education Programs (IEPs) and their plans ensure teachers are better prepared to deliver equitable education so every child can meet challenging objectives.
  • New coverage of the latest court cases and legal challenges, especially Endrew F. v. Douglas County School District, help give future teachers the background they need to implement legal systems.
  • The impact of COVID-19 on American students and their families is woven throughout the book so students are prepared to enter today's classrooms.
  • Chapter 4: Culturally and Linguistically Diverse Learners and Families and Gifted And Talented Learners has been expanded to include information on Families and Gifted and Talented Learners.
  • Updated data throughout gives the most current picture of students, families, and classrooms.
  • New videos of real classrooms and teachers help students experience what teaching in inclusive classrooms is like today.
KEY FEATURES:
  • ADAPT Framework and ADAPT in Action: The (Ask, Determine, Analyze, Propose, and Test) Framework developed by the authors is a research-driven, problem-solving approach to modify instruction for students with exceptionalities. This straightforward and memorable approach helps future teachers determine how, when, and with whom to use the proven academic and behavioral interventions by breaking down the steps taken to modify instruction. This framework is used throughout the text and moves beyond a theoretical idea as it walks readers through scenarios and applies each step of the framework providing concrete examples and solutions.

  • UDL in Action Feature: In keeping with reviewers' suggestions and the goal of introducing future teachers to proven practices in education, the new edition will have greater coverage of Universal Design for Learning (UDL) integrated throughout the text and as a boxed feature, UDL in Action.

  • Considering Diversity Feature: This feature reminds teachers that inclusion goes beyond learning abilities and provides examples of how to create a classroom environment and instruction that is inclusive of students from different backgrounds.

  • Opening Challenge Feature: Two chapter-opening case studies, one for elementary grades and one for secondary grades, describe a specific teaching challenge at each school level, which is then revised throughout the chapter. Students are asked to reflect on their knowledge of the subject matter before reading the chapter, with Reflection Questions at the end.

  • Tech Notes features provide readers with information about assistive and instructional technologies that can be employed with students who have learning or behavioral issues.

  • Working Together features offer practical advice on how an idea or concept can be taught using a collaborative approach that involves other school professionals and family members.

  • Instructional Strategies: Presented in the content chapters, this feature offers sample activities with step-by-step instructions to help future teachers engage students and help them master the content.
Vantage Reference: 
Teaching in Inclusive Classrooms - Vantage Learning Platform