Practical Strategies for Managing a Diverse Classroom, K-6

Wendy W. Murawski, Ph.D., MBA, MEd, EdS, is the Executive Director and Eisner Endowed Chair for the Center for Teaching and Learning at California State University, Northridge (CSUN), where she is also a Full Professor in the Department of Special Education and the Director of SIMPACT Immersive Learning. Dr. Murawski is the national Past President of the Teacher Education Division (TED) of CEC and an internationally known speaker and author, presenting in Europe, Asia, Africa, and North America. Her research focuses on co-teaching and inclusive practices nationally and internationally. She has published extensively around inclusive education, co-teaching, collaboration, and Universal Design for Learning, to include 18 books and numerous chapters, blogs, and peer-reviewed articles. She is the CEO of 2TeachÒ Global (www.2TeachLLC.com), an educational consulting company dedicated to promoting inclusive education around the world. In her personal life, Wendy enjoys traveling with her husband, learning languages, reading, drinking merlot, seeing movies, going to Book Club, visiting her college-bound son Kiernan, and pretending she is going to work out. Kennet Fröjd has for more than 30 years worked towards inclusion based on evidence-informed learning and teaching strategies. He has his main specialties in adapted physical activity and in teaching with a particular focus on sensory motor development.. Another specialty is stress management. Fröjd has for many years taught his specialties; among other things directly at schools via professional development for staff. He has also presented and lectured in several European countries as well as in Africa, North America, South America and Oceania. Parallel to the work for inclusion and learning – during the same period of time – Fröjd has also worked in various roles as director and with leadership for different groups and organizations, both nationally and internationally. He is now since many year workings as a principal – from 2019 until present at the Celsius school (Celsiusskolan) in Edsbyn, Sweden –  but always with one foot left in the practice of sensory motor development Jennifer L. Austin, Ph.D., BCBA-D has been applying the science of behavior analysis to improve outcomes for children and their teachers for over 20 years.  Both her research and clinical work focus on how behavior analytic assessment and intervention strategies can be applied in inclusive classrooms, with a specific focus on ensuring the behavior change process is collaborative and acceptable to both teachers and students.  She has worked with numerous schools in the US and the UK, focusing primarily on those in disadvantaged communities.  Dr. Austin served as Professor of Psychology and Head of Behavior Analysis at the University of South Wales in the UK before joining the faculty at Georgia State University in the US.  She has published over 30 peer-reviewed articles and is a former Associate Editor of the Journal of Applied Behavior Analysis and Behavior Analysis in Practice.

Foreword by John Hattie
Foreword by David Mitchell
Introduction
Preface: The Students
Part 1: Challenges and Solutions
Challenge 1: Dealing with Disruptive Behavior
Challenge 2: Dealing with Noncompliance and Disrespectful Behavior
Challenge #3: Dealing with Students’ Lack of Motivation
Challenge #4: Supporting Literacy for All Learners
Challenge #5: Teaching in Culturally Diverse Classrooms
Challenge #6: Dealing with an Academically Diverse Class
Challenge #7: Social-emotional challenges
Challenge #8: Managing Out of Class Activities
Challenge #9: Managing Lack of Collaboration & Communication
Challenge #10: Managing Time, Stress, and Other Teaching Challenges
Part II: Research and Strategies
Chapter 1: Sensory-Motor development
Chapter 2: Formative Assessment
Chapter 3: Applied Behavior Analysis
Chapter 4: Communication and Collaboration Strategies
Chapter 5: Co-Teaching
Chapter 6: Universal Design for Learning
Chapter 7: Cooperative Learning
Chapter 8: Literacy Strategies
Chapter 9: Life Skills and Social Emotional Learning
Chapter 10: Time management
References