MyLab Education with Enhanced Pearson eText -- Access Card -- for The Inclusive Classroom

Margo Mastropieri, Ph.D., is University Professor Emerita, College of Education and Human Development, George Mason University. She has served as a Diagnostic-Remediator for the Learning Center at Mount Holyoke College, and as a classroom teacher for students with special needs, from preschool to secondary levels, in Massachusetts and Arizona. Prior to her present position, she served as University Professor of Special Education at George Mason University. Earlier she was a Professor of Special Education at Purdue University, and as Assistant Professor of Special Education at Utah State University, where she also worked as a researcher at the Early Intervention Research Institute. She earned her Ph.D. from Arizona State University. She has co-directed federally funded research projects in mnemonic strategy instruction, inclusive science and social studies education, and writing instruction at the elementary, middle school, and high school levels, in addition to directing undergraduate and doctoral level personnel preparation grants. From 1991 to 1997 she served as Co-Editor of Learning Disabilities Research & Practice, the journal of the Division for Learning Disabilities of the Council for Exceptional Children. From 1992 to 2011 she served as Co-Editor of the research annual Advances in Learning and Behavioral Disabilities (Emerald). From 2009 to 2015 she served as Co-Editor of Exceptional Children, the research journal for the Council for Exceptional Children. Among her publications are over 200 journal articles, 67 chapters in books, and 31 co-authored or co-edited books. In 2007, she was awarded the distinguished University Professor title from George Mason University. In 2008 she was the recipient of a Teaching Excellence Award at George Mason University, In 2010, she was the recipient of the Virginia Outstanding faculty Award, which is the Commonwealth’s highest honor for faculty at Virginia’s public and private colleges and universities. Tom Scruggs is University Professor Emeritus, George Mason University. He served as a classroom teacher for students with special needs, including gifted students, from preschool to secondary levels in Massachusetts and Arizona. Prior to his present position, he served as University Professor of Special Education at George Mason University. Earlier he was a Professor of Special Education at Purdue University, where he also had served as Director of the Purdue Achievement Center; and as a Research Assistant Professor at Utah State University. He earned his Ph.D. from Arizona State University. He has directed or co-directed externally funded research projects in peer tutoring, test-taking skills, mnemonic strategy instruction, and inclusive science and social studies education, at the elementary, middle school, and high school levels. From 1991 to 1997 he served as Co-Editor of Learning Disabilities Research & Practice, the journal of the Division for Learning Disabilities of the Council for Exceptional Children. From 1992 to 2011 he served as Co-Editor of the research annual Advances in Learning and Behavioral Disabilities (Emerald). Since 2009 to 2015 he served as Co-Editor of Exceptional Children. Among his publications (mostly in collaboration with Margo Mastropieri) are over 200 journal articles, 61 chapters in books, and 32 co-authored or co-edited books. In 2010, he received the Scholarly Achievement Award from the College of Education and Human Development at George Mason University. Both authors are the recipients of the 2006 “CEC Special Education Research Award,” as well as the 2011 “Distinguished Research Award” from the American Educational Research Association: Special Education Special Interest Group for their res

PART 1 THE FUNDAMENTALS



Introduction to Inclusive Teaching 3



Collaboration: Partnerships and Procedures 25



Teaching Students with Higher-Incidence Disabilities 53



Teaching Students with Autism and Lower-Incidence Disabilities 79



Teaching Students with Other Special Learning Needs 105



PART 2 DEVELOPING EFFECTIVE TEACHING SKILLS



Effective Differentiated Instruction for All Students 125



Response to Intervention and Multi-Tiered Systems of Support 153



Improving Motivation and Social Behavior 175



Promoting Inclusion with Classroom Peers 207



Improving Attention and Memory 229



Teaching Study Skills 255



Assessment 279



PART 3 TEACHING IN THE CONTENT AREAS



Literacy 307



Mathematics 343



Science, Social Studies, and Transitions 375




PART 1 THE FUNDAMENTALS


CHAPTER 1: Introduction to Inclusive Teaching 3

LEARNING OUTCOMES 3

What Are the Educational Rights for Individuals with Disabilities? 5 The Least Restrictive Environment 6

   Where Are Students with Disabilities Served? 6   Mainstreaming and Inclusion, 6   Who Is

Served Under IDEA? 7   Other Instances of Classroom Diversity, 9

Legal Foundations 9

  Legal Proceedings and Legislation, 9   Section 504, 10   Americans with Disabilities Act, 11

  Individuals with Disabilities Education Act (IDEA), 12   No Child Left Behind Act (NCLB) of 2001 and Every Student Succeeds Act (ESSA) of 2015, 14

Models of Service Delivery 16

  The Continuum of Services, 16   Where Are Most Students with Disabilities Served? 17

  What Are General Education Classroom and Consultation Services? 17   What Are Resource and Self-Contained Services? 18   Special Schools      and Special Facilities, 18   What Other Related Services Are Available? 19   Full Inclusion, 19   What Does This Debate Mean for Teachers? 20   Teacher Attitudes, 21

SUMMARY 23

  

CHAPTER 2: Collaboration: Partnerships and Procedures 25 

LEARNING OUTCOMES 25

Collaboration to Meet Students’ Needs 27

     Shared Goals, 27

Effective Communication 27

     Strategies for Communicating Effectively, 27

Collaboration and Communication for Intervention 30