Teachers' guides to inclusive practices : modifying schoolwork / Rachel Janney, Ph.D., and Martha E. Snell, Ph.D.

Format:

Book

Author/Creator:

Janney, Rachel, author.

Snell, Martha E., author.

Series:

Teachers'' Guides

Language:

English

Subjects (All):

Inclusive education--United States--Planning.

Inclusive education.

Children with disabilities--Education--United States--Planning.

Children with disabilities.

Classroom management--United States.

Classroom management.

Physical Description:

1 online resource (223 p.)

Edition:

3rd ed.

Place of Publication:

Baltimore ; London ; Sydney : Paul H. Brookes Publishing Co., [2013]

Language Note:

English

Summary:

Need quick, practical, ready-to-use guidance on teaching all students-and making appropriate modifications for kids who need extra support? Get a clear and concrete plan for K-12 inclusion in this NEW edition of the bestselling book in the Teachers'' Guides to Inclusive Practices series. Packed with field-tested strategies, case studies, and planning tools, this hands-on guide will help teachers deliver effective universal instruction in core content areas and create customized adaptations and flexible supports for students with diverse needs and abilities. Teachers will learn what really

Contents:

Cover; Book Title; Contents; About the Authors; About the Forms; Acknowledgments; Chapter 1:Inclusive Education: The Big Picture; Defining Characteristics of Inclusive Education; An Organizing Framework for Schoolwide Systems of Student Support; Improving Your School's Inclusive Practices; Chapter 2: Curricular and Instructional Practices that Promote the Inclusion andSuccess of All Students; Universal Design for Learning and Differentiated Instruction; Active Learning and Brain-Compatible Learning; Peer-Mediated Learning Structures; Learning Strategies; Graphic Organizers

Strategies to Increase Active Responding During Whole-Class LessonsCollaborative Planning for Diverse Groups of Students; Chapter 3:A Model for Creating Individualized Adaptations and Supports; What Is a Model, and Why Is It Necessary?; Creating Individualized Adaptations and Supports; Chapter 4: Planning, Implementing, and Evaluating Individualized Adaptationsand Supports for Students with Extensive Needs; Step 1: Gather and Share Information About the Studentand the Classroom; Step 2: Schedule Instruction and Supports Across the Day

Step 3: Plan and Implement Instruction, with Needed Adaptationsand SupportsStep 4: Plan and Implement More Specialized Teaching Strategies; Step 5: Monitor and Evaluate; Chapter 5:Including All Students in Instruction in Core Curriculum Areas; Two Reminders: Start with Effective Teaching and Keep All Students'Goals in Mind; Reading and Written Language; Mathematics and Numeracy; Content Areas and Natural and Social Sciences; Tests and Testing Procedures; A Final Note: Do Not Reinvent the Wheel; References; Appendix A: Blank Forms

Appendix B: Resources on Creating Effective Inclusive Schools andDesigning Schoolwork for Inclusive ClassroomsIndex

Notes:

Revised edition of Modifying schoolwork, c2004.

Includes bibliographical references (pages 195-198) and index.

Description based on print version record.

ISBN:

1-59857-627-5

1-59857-399-3