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Teaching special students in general education classrooms

Author: Rena B Lewis; Donald H Doorlag
Publisher: Upper Saddle River, N.J. : Pearson/Merrill/Prentice Hall, ©2006.
Edition/Format:   Book : English : 7th edView all editions and formats
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Document Type: Book
All Authors / Contributors: Rena B Lewis; Donald H Doorlag
ISBN: 0131486357 9780131486355
OCLC Number: 56632512
Description: xxiv, 475 p. : col. ill. ; 28 cm. + 1 CD-ROM (4 3/4 in.)
Contents: pt. I. Introduction --
1. Success for all students in the general education classroom --
Inclusion in today's classrooms --
Students with special needs --
Historical perspectives and current practices --
The past --
The present --
Benefits of including special students --
The role of special education --
Current issues and trends --
General education teachers and special students --
Activities --
2. Collaboration and the team approach --
Teams serving students with special needs --
Roles of team members --
Building principals --
Special education administrators --
General education teachers --
Special educators --
Parents and students --
School psychologists --
School social workers --
School counselors --
School nurses --
Other team members --
Collaboration in the identification and prereferral stages --
Identification --
Prereferral interventions --
Collaboration in referral and assessment --
Referral --
Assessment --
Collaboration in designing the individualized education program --
Types of services for students with disabilities --
Special education program options --
General education class options --
Special class options --
More restrictive options --
Programs for infants and preschoolers with disabilities --
Activities --
3. Special students, special needs --
Special students --
Students with learning disabilities --
Students with behavioral disorders --
Students with mild mental retardation --
Students with other disabilities --
Other special students --
Special needs --
Causes of learning problems --
Assessment of special learning needs --
Classroom assessment --
Assessment for program eligibility --
Skills for the general education teacher --
Activities --
pt. II. Skills for the general education teacher --
4. Adapting instruction --
Academic problems in the classroom --
Principles of instruction --
Select appropriate learning tasks --
Break the learning task into teachable subcomponents --
Use systematic instructional procedures --
Consider both speed and accuracy --
Maximize engaged time --
Give clear task directions --
Provide consequences for successful task performance --
Check for maintenance and generalization --
If change is needed, try the least intrusive intervention first --
Methods for gathering data --
Determine the student's current levels of performance --
Evaluate progress --
Analyze reasons for task failure --
Strategies for adapting instruction --
Modify materials and activities --
Change teaching procedures --
Alter task requirements --
Select an alternate task --
Making test accommodations --
Activities --
5. Managing classroom behavior --
Behavior problems in the classroom --
Principles of managing behavior --
Remember that behavior is learned --
Consider both the antecedents and the consequences of behavior --
Reduce behavior management problems with careful organization of the classroom --
Increase the occurrence of behaviors by reinforcement --
Decrease the occurrence of behaviors by removing reinforcers or introducing aversive events --
Identify consequences that are meaningful to students --
Beware of noneducational interventions --
Methods for gathering data --
Direct observation of behavior --
Positive strategies for managing and improving behavior --
Establish behavioral expectations and communicate them to students --
Prevent inappropriate conduct by monitoring behavior and providing feedback --
Reinforce appropriate behavior --
Provide reinforcers that are valued by students --
Use token economies to deliver reinforcers --
With older students, use contingency contracts --
Teach behaviors by shaping --
Use modeling to improve student behavior --
Consider involving peers in behavioral programs --
Involve students in managing their own behavior --
Involve parents in behavior management programs --
Activities --
6. Promoting social acceptance --
Social problems in the classroom --
Principles for enhancing social acceptance --
Change attitudes with information --
Recognize the similarities between special and general education students --
Prepare students in the general education class for the inclusion of students with disabilities --
Prepare students with disabilities for inclusion --
Prepare parents for the inclusion of students with disabilities --
Methods for gathering data --
Strategies for promoting acceptance of special students --
Inform general education students about disabilities --
Provide general education students with experiences with individuals with disabilities --
Structure interactions between typical students and students with disabilities --
Improve the social skills of students with disabilities --
Introduce students with disabilities to the general education program according to their individual needs --
Upgrade the teacher's information and skills --
Communicate with and involve parents --
Activities --
7. Coordinating the classroom learning environment --
Coordination skills for the teacher --
Arranging the physical environment --
Ensure a safe and barrier-free environment --
Make the working conditions pleasant --
Obtain appropriate furniture and special equipment --
Arrange space functionally --
Consider educational goals in making seating arrangements --
Organizing the instructional environment --
Organize curricular skills and information --
Group students for instruction --
Set up systems for monitoring practice --
Provide guidelines for student behavior --
Use systematic record-keeping procedures --
Using educational technologies --
Be aware of available technologies --
Match technologies with educational goals --
Managing time and other resources --
Manage instructional time effectively --
Select learning materials wisely --
Recruit, train, and supervise instructional personnel --
Activities --
8. Teaching with classroom technologies --
Types of technology --
Advantages and disadvantages of technology --
Universal design and accessibility for all --
Using computers for instruction --
Instructional software --
Technology tools for students and teachers --
The Internet as an instructional tool --
Browsing the Web --
Navigation techniques --
Search strategies --
Evaluating Websites --
E-mail and other resources --
Assistive technologies for students with disabilities --
Computer adaptations --
Assistive technologies for students with physical impairments --
Communication aids --
Assistive technologies for students with visual impairments --
Assistive technologies for students with hearing impairments --
Web accessibility --
Teaching with technology --
Activities --
pt. III. Methods for teaching students with disabilities --
9. Teaching students with learning disabilities and attention deficit hyperactivity disorders --
Indicators of learning disabilities --
Assessment procedures --
Special services --
Classroom adaptations --
Teaching basic skills --
Reading --
Handwriting, spelling, and written expression --
Math --
Modifying content-area instruction --
Reading assignments --
Written assignments and exams --
Math skills --
Adapting instruction for students with attention deficit hyperactivity disorders --
Activities --
10. Teaching students with mild retardation and severe disabilities --
Indicators of mental retardation --
Assessment procedures --
Special services --
Classroom adaptations --
Teaching functional academics --
The unit approach --
Functional practice activities --
Improving general work habits --
Attendance and punctuality --
Work completion --
Working with others --
Strategies for working with students with severe disabilities --
Full inclusion --
Activities --
11. Teaching students with behavioral disorders --
Indicators of behavioral disorders --
Assessment procedures --
Special services --
Classroom adaptations --
Controlling disruptive behaviors --
Tardiness --
Verbal outbursts --
Excess activity : moving about the classroom --
Social relationships --
Teaching study skills --
Maintaining attention --
Organizational skills --
Increasing accuracy --
Activities --
12. Teaching students with communication disorders --
Indicators of communication disorders --
Assessment procedures --
Special services --
Classroom adaptations --
Encouraging oral communication --
Teaching language skills --
Activities --
13. Teaching students with autism spectrum disorder --
Indicators of autism spectrum disorder --
Assessment procedures --
Special services --
Classroom adaptations --
Teaching communication and language --
Promoting social skills --
Activities --
14. Teaching students with physical and health impairments --
Indicators of physical and health impairments --
Assessment procedures --
Special services --
Classroom adaptations --
Meeting physical and health needs --
Modifying the physical environment --
Adapting instructional activities --
Activities --
15. Teaching students with visual and hearing impairments --
Indicators of visual and hearing impairments --
Assessment procedures --
Special services --
Classroom adaptations --
Arranging the learning environment --
Modifying instructional procedures --
Activities --
pt. IV. Methods for teaching students with other needs in general education --
16. Teaching students who are gifted and talented --
Definitions --
Indicators of talent and giftedness --
Assessment procedures --
Classroom adaptations --
Educational options for students who are gifted and talented --
Differentiated program models --
Differentiating instructional models --
Differentiated curriculum models --
Promoting creativity and problem solving --
Assisting students who are underachieving --
Activities --
17. Teaching culturally and linguistically diverse students --
Diversity in the general education classroom --
Cultural diversity --
Linguistic diversity --
Assessment and special services --
Classroom adaptations --
Promoting acceptance of diversity --
Activities --
18. Teaching students at risk for school failure --
Dropouts --
Bill's story --
Suicide --
The stories of Jimmy and Jeanine --
Drug and alcohol abuse --
Students' stories from Phoenix House --
Teenage pregnancy and sexually transmitted diseases --
The stories of Barbara and Joshua --
Child abuse and neglect --
Kara's story --
Eating disorders --
Julie's story --
Delinquency --
The story of "Scarface" --
Activities --
Epilogue --
Inclusion today...and tomorrow --
Past mistakes --
Is inclusion working? --
Critical issues for the future --
Glossary.
Responsibility: Rena B. Lewis, Donald H. Doorlag.

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schema:description"pt. I. Introduction -- 1. Success for all students in the general education classroom -- Inclusion in today's classrooms -- Students with special needs -- Historical perspectives and current practices -- The past -- The present -- Benefits of including special students -- The role of special education -- Current issues and trends -- General education teachers and special students -- Activities -- 2. Collaboration and the team approach -- Teams serving students with special needs -- Roles of team members -- Building principals -- Special education administrators -- General education teachers -- Special educators -- Parents and students -- School psychologists -- School social workers -- School counselors -- School nurses -- Other team members -- Collaboration in the identification and prereferral stages -- Identification -- Prereferral interventions -- Collaboration in referral and assessment -- Referral -- Assessment -- Collaboration in designing the individualized education program -- Types of services for students with disabilities -- Special education program options -- General education class options -- Special class options -- More restrictive options -- Programs for infants and preschoolers with disabilities -- Activities -- 3. Special students, special needs -- Special students -- Students with learning disabilities -- Students with behavioral disorders -- Students with mild mental retardation -- Students with other disabilities -- Other special students -- Special needs -- Causes of learning problems -- Assessment of special learning needs -- Classroom assessment -- Assessment for program eligibility -- Skills for the general education teacher -- Activities --"@en
schema:description"pt. III. Methods for teaching students with disabilities -- 9. Teaching students with learning disabilities and attention deficit hyperactivity disorders -- Indicators of learning disabilities -- Assessment procedures -- Special services -- Classroom adaptations -- Teaching basic skills -- Reading -- Handwriting, spelling, and written expression -- Math -- Modifying content-area instruction -- Reading assignments -- Written assignments and exams -- Math skills -- Adapting instruction for students with attention deficit hyperactivity disorders -- Activities -- 10. Teaching students with mild retardation and severe disabilities -- Indicators of mental retardation -- Assessment procedures -- Special services -- Classroom adaptations -- Teaching functional academics -- The unit approach -- Functional practice activities -- Improving general work habits -- Attendance and punctuality -- Work completion -- Working with others -- Strategies for working with students with severe disabilities -- Full inclusion -- Activities -- 11. Teaching students with behavioral disorders -- Indicators of behavioral disorders -- Assessment procedures -- Special services -- Classroom adaptations -- Controlling disruptive behaviors -- Tardiness -- Verbal outbursts -- Excess activity : moving about the classroom -- Social relationships -- Teaching study skills -- Maintaining attention -- Organizational skills -- Increasing accuracy -- Activities -- 12. Teaching students with communication disorders -- Indicators of communication disorders -- Assessment procedures -- Special services -- Classroom adaptations -- Encouraging oral communication -- Teaching language skills -- Activities -- 13. Teaching students with autism spectrum disorder -- Indicators of autism spectrum disorder -- Assessment procedures -- Special services -- Classroom adaptations -- Teaching communication and language -- Promoting social skills -- Activities -- 14. Teaching students with physical and health impairments -- Indicators of physical and health impairments -- Assessment procedures -- Special services -- Classroom adaptations -- Meeting physical and health needs -- Modifying the physical environment -- Adapting instructional activities -- Activities -- 15. Teaching students with visual and hearing impairments -- Indicators of visual and hearing impairments -- Assessment procedures -- Special services -- Classroom adaptations -- Arranging the learning environment -- Modifying instructional procedures -- Activities --"@en
schema:description"pt. II. Skills for the general education teacher -- 4. Adapting instruction -- Academic problems in the classroom -- Principles of instruction -- Select appropriate learning tasks -- Break the learning task into teachable subcomponents -- Use systematic instructional procedures -- Consider both speed and accuracy -- Maximize engaged time -- Give clear task directions -- Provide consequences for successful task performance -- Check for maintenance and generalization -- If change is needed, try the least intrusive intervention first -- Methods for gathering data -- Determine the student's current levels of performance -- Evaluate progress -- Analyze reasons for task failure -- Strategies for adapting instruction -- Modify materials and activities -- Change teaching procedures -- Alter task requirements -- Select an alternate task -- Making test accommodations -- Activities -- 5. Managing classroom behavior -- Behavior problems in the classroom -- Principles of managing behavior -- Remember that behavior is learned -- Consider both the antecedents and the consequences of behavior -- Reduce behavior management problems with careful organization of the classroom -- Increase the occurrence of behaviors by reinforcement -- Decrease the occurrence of behaviors by removing reinforcers or introducing aversive events -- Identify consequences that are meaningful to students -- Beware of noneducational interventions -- Methods for gathering data -- Direct observation of behavior -- Positive strategies for managing and improving behavior -- Establish behavioral expectations and communicate them to students -- Prevent inappropriate conduct by monitoring behavior and providing feedback -- Reinforce appropriate behavior -- Provide reinforcers that are valued by students -- Use token economies to deliver reinforcers -- With older students, use contingency contracts -- Teach behaviors by shaping -- Use modeling to improve student behavior -- Consider involving peers in behavioral programs -- Involve students in managing their own behavior -- Involve parents in behavior management programs -- Activities -- 6. Promoting social acceptance -- Social problems in the classroom -- Principles for enhancing social acceptance -- Change attitudes with information -- Recognize the similarities between special and general education students -- Prepare students in the general education class for the inclusion of students with disabilities -- Prepare students with disabilities for inclusion -- Prepare parents for the inclusion of students with disabilities -- Methods for gathering data -- Strategies for promoting acceptance of special students -- Inform general education students about disabilities -- Provide general education students with experiences with individuals with disabilities -- Structure interactions between typical students and students with disabilities -- Improve the social skills of students with disabilities -- Introduce students with disabilities to the general education program according to their individual needs -- Upgrade the teacher's information and skills -- Communicate with and involve parents -- Activities -- 7. Coordinating the classroom learning environment -- Coordination skills for the teacher -- Arranging the physical environment -- Ensure a safe and barrier-free environment -- Make the working conditions pleasant -- Obtain appropriate furniture and special equipment -- Arrange space functionally -- Consider educational goals in making seating arrangements -- Organizing the instructional environment -- Organize curricular skills and information -- Group students for instruction -- Set up systems for monitoring practice -- Provide guidelines for student behavior -- Use systematic record-keeping procedures -- Using educational technologies -- Be aware of available technologies -- Match technologies with educational goals -- Managing time and other resources -- Manage instructional time effectively -- Select learning materials wisely -- Recruit, train, and supervise instructional personnel -- Activities -- 8. Teaching with classroom technologies -- Types of technology -- Advantages and disadvantages of technology -- Universal design and accessibility for all -- Using computers for instruction -- Instructional software -- Technology tools for students and teachers -- The Internet as an instructional tool -- Browsing the Web -- Navigation techniques -- Search strategies -- Evaluating Websites -- E-mail and other resources -- Assistive technologies for students with disabilities -- Computer adaptations -- Assistive technologies for students with physical impairments -- Communication aids -- Assistive technologies for students with visual impairments -- Assistive technologies for students with hearing impairments -- Web accessibility -- Teaching with technology -- Activities --"@en
schema:description"pt. IV. Methods for teaching students with other needs in general education -- 16. Teaching students who are gifted and talented -- Definitions -- Indicators of talent and giftedness -- Assessment procedures -- Classroom adaptations -- Educational options for students who are gifted and talented -- Differentiated program models -- Differentiating instructional models -- Differentiated curriculum models -- Promoting creativity and problem solving -- Assisting students who are underachieving -- Activities -- 17. Teaching culturally and linguistically diverse students -- Diversity in the general education classroom -- Cultural diversity -- Linguistic diversity -- Assessment and special services -- Classroom adaptations -- Promoting acceptance of diversity -- Activities -- 18. Teaching students at risk for school failure -- Dropouts -- Bill's story -- Suicide -- The stories of Jimmy and Jeanine -- Drug and alcohol abuse -- Students' stories from Phoenix House -- Teenage pregnancy and sexually transmitted diseases -- The stories of Barbara and Joshua -- Child abuse and neglect -- Kara's story -- Eating disorders -- Julie's story -- Delinquency -- The story of "Scarface" -- Activities -- Epilogue -- Inclusion today...and tomorrow -- Past mistakes -- Is inclusion working? -- Critical issues for the future -- Glossary."@en
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