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Copyright, iv
About the Authors, v
Special Features, xix
Preface, xxi
Chapter 1. Inclusive Education: An Introduction, 2
Questions to Consider, 3
History of Education for Students with Disabilities, 4
Defining Students with Special Needs, 6
Students with Disabilities Served under IDEA, 6
Students Eligible for Section 504 and the ADA, 8
Students Classified as Gifted and Talented, 9
Students At Risk for School Problems, 9
Current Services for Students with Special Needs, 10
Actions Leading to Inclusion of Students with Disabilities, 10
Personal Spotlight: A Principal’s Perspective on Education, 11
Diversity Forum: Inclusive Education in an Era of Accountability: Counting Each and All, 12
PL 94-142/ IDEA, 15
Section 504 and the Americans with Disabilities Act, 19
Rights and Responsibilities: Comparison of IDEA, Section 504, and ADA, 20
Where Should Students with Disabilities Be Educated?, 21
The Special Education Classroom Approach, 22
The Resource Room Model, 24
Inclusive Education Programs, 25
Technology Today: Software Suggestions, 30
Conclusions Concerning Where Students with Disabilities Should Be Educated, 30
Philosophical and Ethical Issues in Special Education, 31
Summary, 32
Questions to Reconsider, 33
Further Readings, 33
MyLabSchool Assignment, 33
Chapter 2. Effective Inclusion Practices and Professional Collaboration, 34
Questions to Consider, 35
Accepting Diversity, 36
Perceptions of Inclusion, 37
Rights and Responsibilities: Where Does General Education Stop and Special Education Begin?, 38
Critical Dimensions of Inclusive Classrooms, 40
Sense of Community and Social Acceptance, 41
Appreciation of Student Diversity, 42
Attention to Curricular Needs, 42
Effective Management and Instruction, 42
Diversity Forum: Planning as a Team, Learning Together, 43
Evidence-Based Practice: Music and Art Activities to Promote Friendships, 44
Evidence-Based Practice: Practices to Improve Reading Skills: PALS and Modified PALS, 44
Technology Today: Web Resources on Inclusion and Disability, 45
Personnel Support and Collaboration, 45
Professional Collaboration, 46
Collaboration-Consultation, 48
Co-Teaching, 49
Personal Spotlight: Inclusion from a First Grade Teacher’s Perspective, 50
Using Paraprofessionals, 56
Evidence-Based Practice: Increasing Peer Interactions for Students with Severe Disabilities through Training for Paraprofessionals, 57
Creating and Maintaining Inclusive Classrooms, 58
Preparing Staff for Inclusion, 58
Preparing Students for Inclusion, 59
Maintaining Effective Inclusive Classrooms, 61
Planning for Successful Inclusion One Student at a Time, 63
Summary, 64
Questions to Reconsider, 64
Further Readings, 64
MyLabSchool Assignment, 65
Chapter 3. Home–School Collaboration: Working with Families, 66
Questions to Consider, 67
The Family, 68
Cultural Considerations, 70
Families and Children with Disabilities, 71
Parents’ Views on Inclusion, 72
Personal Spotlight: A Mother’s Perspective, 73
Involvement of Fathers, 75
Technology Today: Websites for Families of Children with Disabilities, 76
Involvement of Siblings, 76
Evidence-Based Practice: Parent-Delivered Interventions, 77
Parent Education, 77
Home-School Collaboration, 78
Rights and Responsibilities: Recommendations for Parental Involvement, 79
Communicating with Parents, 80
Diversity Forum: Working Toward Cultural Reciprocity, 81
Home-Based Intervention, 88
Providing Reinforcement and Encouragement, 89
Providing Instructional Support, 89
Providing Homework Support, 90
Final Thoughts, 92
Summary, 92
Questions to Reconsider, 93
Further Readings, 93
MyLabSchool Assignment, 93
Chapter 4. Identifying and Programming for Student Needs, 94
Questions to Consider, 95
Rights and Responsibilities: IDEA 2004, 97
Prereferral Intervention, 97
The Special Education Process, 102
Formal Referral, 102
Determination of Eligibility, 105
Individualized Education Program, 105
Personal Spotlight: First Year Special Education Teacher, 106
Behavioral Intervention Planning, 114
Transition Services, 115
Assistive Technology, 117
Extended School Year Services, 117
Annual Assessment of IEP and Reevaluation, 117
Individualized Family Service Plan, 117
Section 504 Eligibility and Planning, 118
Eligibility, 118
Reasonable Accommodations, 118
Technology Today: Technological Applications in the Special Education Process, 119
Role of the General Education Teacher in Section 504 Activities, 119
Assessment Practices throughout the Special Education Process, 119
Purpose of Assessment, 121
Diversity Forum: Looking Beyond Model Minority Stereotypes: Asian American Struggling Learners, 122
Approaches to Assessment, 122
Legal Requirements for Assessment, 125
Issues of Bias in Assessment, 127
Role of the General Education Teacher in Assessment, 129
Final Thoughts, 129
Summary, 130
Questions to Reconsider, 130
Further Readings, 131
MyLabSchool Assignment, 131
Chapter 5. Teaching Students with Learning Disabilities, 132
Questions to Consider, 133
Basic Concepts about Learning Disabilities, 135
Learning Disabilities Defined, 135
Prevalence and Causes of Learning Disabilities, 136
Characteristics of Students with Learning Disabilities, 137
Identification, Assessment, and Eligibility, 141
Cultural and Linguistic Diversity, 146
Diversity Forum: What Is Evidence-Based Practice for Teaching Reading to Middle School English Language Learners with LD?, 146
Strategies for Curriculum and Instruction for Students with Learning Disabilities, 148
Evidence-Based Approaches, 148
Evidence-Based Practice: Evidence-Based Instruction: Sound Blending, 151
IEP Goals and Objectives for Emmanuel, 152
Evidence-Based Practice: Main Idea and Phonics Activities, 155
Evidence-Based Practice: Part-by-Part Decoding Instruction when Preteaching Content Area Words, 162
Controversial Approaches, 164
Personal Spotlight: A Family History of Learning Disabilities, 166
Classroom Modifications for Students with Learning Disabilities, 167
Rights and Responsibilities: Examples of Accommodations and Modifications for Assessment, 169
Academic and Language Deficits, 169
Technology Today: J.T.’s Writing Samples—Before and After, 171
Socio-Emotional Problems, 171
Cognitive Differences, 172
Tips for Adapting a Lesson for Emmanuel, 174
Promoting Inclusive Practices for Students with Learning Disabilities, 175
Summary, 176
Questions to Reconsider, 176
Further Readings, 176
MyLabSchool Assignment, 177
Chapter 6. Teaching Students with Emotional and Behavioral Disorders, 178
Questions to Consider, 179
Basic Concepts about Emotional and Behavioral Disorders, 180
Emotional and Behavioral Disorders Defined, 180
Classification of Emotional and Behavioral Disorders, 182
Prevalence of Emotional and Behavioral Disorders, 183
Causation and Risk Factors, 184
Characteristics of Students with Emotional and Behavioral Disorders, 186
Social and Behavioral Problems, 187
Depression, 188
Language Development, 188
Academic Achievement, 189
Postsecondary and Adult Outcomes, 190
Identification, Assessment, and Eligibility, 192
Functional Behavioral Assessment, 193
Manifestation of the Disability, 194
Strategies and Adaptations in Curriculum and Instruction, 195
Rights and Responsibilities: Manifestation Determination Model, 195
Educational Placements, 197
Evidence-Based Practice: First Step to Success: A Preventive Program for Behaviorally At-Risk Children (K–2), 197
Personal Spotlight: Middle School Principal, 198
Special Curricular Needs, 199
Effective Instruction, 200
Physical Adaptations, 200
IEP Goals and Objectives for Travis, 201
Strategies for Behavioral Change, 201
Tips for Adapting a Lesson for Travis, 202
Diversity Forum: Teaching Students with Emotional/Behavioral Disorders—Disproportionate Representation: Is There a Problem?, 203
Wraparound Services, 204
Personal Spotlight: School-Based Wraparound: Jake’s Story, 206
Medication, 206
Promoting Inclusive Practices, 207
Community and Social Acceptance, 207
Supports for General Education Teachers, 207
Technology Today: What Kinds of Assistive Technology Are Available?, 208
Technology, 208
Summary, 208
Questions to Reconsider, 209
Further Readings, 209
MyLabSchool Assignment, 209
Chapter 7. Teaching Students with Intellectual Disabilities/Mental Retardation, 210
Questions to Consider, 211
Basic Concepts about Mental Retardation, 212
Terminology, 212
Definitions, 214
Classification, 216
Rights and Responsibilities: Mental Retardation and the Criminal Justice System: Atkins v. Virginia (2002), 217
Diversity Forum: Cultural Contexts of Developmentally Appropriate Curriculum, 218
Prevalence, 219
Causes, 220
Characteristics, 220
Identification, Assessment, and Placement, 224
Personal Spotlight: J. David Smith: Understanding Montgomery, 225
Transition Considerations, 226
Strategies for Curriculum and Instruction, 228
Challenges for General Education, 228
Considerations for Inclusion, 229
IEP Goals and Objectives for Jason, 230
Tips for Adapting a Lesson for Jason, 231
Classroom Adaptations, 233
Technology Today: Assistive Technology: Enhancing Quality of Life, 234
Promoting Inclusive Practices, 234
Final Thoughts, 235
Evidence-Based Practice: Circles of Friends in Schools, 236
Summary, 236
Questions to Reconsider, 237
Further Readings, 237
MyLabSchool Assignment, 237
Chapter 8. Teaching Students with Attention Deficit/Hyperactivity Disorder, 238
Questions to Consider, 239
Basic Concepts about ADHD, 242
ADHD Defined, 242
Prevalence and Causes of ADHD, 244
Characteristics of Students with ADHD, 245
Identification, Assessment, and Eligibility, 247
Rights and Responsibilities: Parent Rights Under Section 504, 248
Cultural and Linguistic Diversity, 251
Strategies for Curriculum and Instruction for Students with ADHD, 252
Continuum-of-Placement Options, 252
Developing Educational Plans, 253
The Role of Medication, 254
Diversity Forum: Alternatives to Medication as Intervention, 254
Classroom Adaptations for Students with ADHD, 258
Managing the Classroom Environment, 258
Personal Spotlight: Growing Up with ADHD, 264
Making Instructional Adaptations, 265
Technology Today: Web Tools for Lesson Plans, 267
Developing Student-Regulated Strategies, 268
Tips for Adapting a Lesson for Jake, 268
Promoting Inclusive Practices for ADHD, 271
Community-Building Skills for Teachers, 271
Resources for Developing Awareness in Peers, 271
Collaborating with Parents of Students with ADHD, 272
Summary, 273
Questions to Reconsider, 274
Further Readings, 274
MyLabSchool Assignment, 275
Chapter 9. Teaching Students with Autism Spectrum Disorders, 276
Questions to Consider, 277
Basic Concepts about Autism, 278
Brief History, 278
Defining Autism, 279
Identification of Children with ASD, 280
Causes of ASD, 281
Rights and Responsibilities: Selected Court Decisions Related to Interventions and Treatment Programs for Students with ASD, 282
Prevalence, 283
Characteristics of Individuals with ASD, 284
Behavioral Patterns, 285
Academic, Linguistic, and Cognitive Considerations, 286
Gender and Ethnicity, 287
Rett Syndrome, 288
Strategies for Curriculum and Instruction, 288
Placement Patterns, 288
Diversity Forum: ASD and Multiculturalism, 289
Educational Interventions, 290
Evidence-Based Practice: Appropriate Adaptations for Students with ASD, 290
Educational Outcomes, 294
Medical Interventions, 294
Technology Today: Computerized Activity Schedules and Video Modeling, 296
Controversial Interventions, 297
Promoting Inclusion, 298
Personal Spotlight: A Professional’s Opinion on Inclusion, 299
Evidence-Based Practice: Teaching Self-Management Skills, 300
Special Considerations: AS, 301
IEP Goals and Objectives for Cody, 301
Tips for Adapting a Lesson for Cody, 302
Concluding Thoughts, 302
Summary, 303
Questions to Reconsider, 303
Further Readings, 303
MyLabSchool Assignment, 303
Chapter 10. Teaching Students with Low-Incidence Disabilities: Sensory Impairments, Traumatic Brain Injury, and Other Severe Disabilities, 304
Questions to Consider, 305
An Overview of Sensory Impairments, 306
Basic Concepts about Hearing Impairment, 307
Hearing Impairment Defined, 308
Classification of Hearing Impairment, 308
Prevalence and Causes of Hearing Impairment, 308
Characteristics of Students with Hearing Impairment, 310
Identification, Assessment, and Eligibility, 310
Strategies for Curriculum and Instruction for Students with Hearing Impairments, 312
Realities of the General Education Classroom, 312
Classroom Adaptations for Students with Hearing Impairments, 312
IEP Goals and Objectives for Manuel, 313
Management Considerations for Students with Hearing Impairments, 313
Tips for Adapting a Lesson for Manuel, 313
Curricular and Instructional Considerations, 315
Diversity Forum: Language, Communication, and Multiple Cultural Identities, 316
Social-Emotional Considerations, 317
Technology, 317
Tips for Adapting a Lesson for Manuel, 318
Promoting Inclusive Practices for Students with Hearing Impairments, 319
Supports for the General Education Teacher, 319
Basic Concepts about Visual Impairment, 320
Visual Impairments Defined, 321
Classification of Visual Impairments, 321
Prevalence and Causes of Visual Impairments, 321
Characteristics of Students with Visual Impairments, 322
Identification, Assessment, and Eligibility, 322
Strategies for Curriculum and Instruction for Students with Visual Impairments, 323
Realities of the General Education Classroom, 324
Continuum-of-Placement Options, 324
Classroom Adaptations for Students with Visual Impairments, 324
General Considerations, 324
Management Considerations, 325
Evidence-Based Practice: Physical Activity of Children with Visual Impairments, 325
Curricular and Instructional Considerations, 326
Social-Emotional Considerations, 328
Technology, 328
Technology Today: Assisstive Technology, 329
Promoting Inclusive Practices for Students with Visual Impairments, 329
Rights and Responsibilities: Access to Instructional Materials, 330
Supports for the General Education Teacher, 331
Basic Concepts about Traumatic Brain Injury, 331
Classroom Adaptations for Students with TBI, 332
Orthopedic and Health Impairments, 333
Low-Incidence Health Problems and Physical Disabilities, 335
Asthma, 335
Childhood Cancer, 336
Cerebral Palsy, 336
Cystic Fibrosis, 337
Technology Today: Schoolwide Assistive Technology Database Sample, 338
Deaf-Blind, 339
Diabetes, 339
Epilepsy, 340
HIV and AIDS, 341
Muscular Dystrophy, 342
Spina Bifida, 343
Tourette Syndrome, 344
Severe Cognitive Disabilities, 344
Evidence-Based Practice: Interventions for Students with Tourette Syndrome, 345
Evidence-Based Practice: Increasing Peer Interactions for Students with Severe Disabilities via Training for Paraprofessionals, 346
Personal Spotlight: Teaching Students with Severe Disabilities, 346
Summary, 347
Questions to Reconsider, 348
Further Readings, 348
MyLabSchool Assignment, 349
Chapter 11. Teaching Students with Communication Disorders, 350
Questions to Consider, 351
Basic Concepts about Communication Disorders, 352
Communication and Communication Disorders Defined, 352
Prevalence and Causes of Communication Disorders, 353
Identification, Assessment, and Eligibility, 353
Speech Disorders, 354
Rights and Responsibilities: The Right to “Related Services” for Students with Speech Impairments, 355
Articulatory and Phonological Disorders, 355
Voice Disorders, 356
Fluency Disorders, 358
Classroom Adaptations for Students with Speech Disorders, 360
Build a Positive Classroom Climate, 360
Help Students Learn to Monitor Their Own Speech, 360
Pair Students for Practice, 360
Tips for Adapting a Lesson for David, 361
Teach Students Affirmations and Positive Self-Talk, 362
Modify Instruction and Materials, 362
Encourage Parents to Work with Their Children, 362
Teach Students Their Own Strategies, 362
Language Disorders, 363
IEP Goals and Objectives for David, 364
Dimensions of Language, 365
Types and Causes of Language Disorders, 367
Indicators of Language Impairments, 368
Classroom Adaptations for Students with Language Disorders, 368
Teach Some Prerequisite Imitation Skills, 368
Improve Comprehension in the Classroom, 368
Give Students Opportunities for Facilitative Play, 370
Encourage Students to Talk with Their Teachers and Peers, 370
Evidence-Based Practice: Teaching Strategies to Help Problem Listeners in the Classroom, 370
Use Naturalistic Techniques and Simulated Real-Life Activities to Increase Language Use, 371
Encourage Students’ Conversational Skills through Story Reading, 371
Use Music and Play Games to Improve Language, 371
Arrange Your Classroom for Effective Interactions, 372
Diversity Forum: Language Disorder or Language Difference?, 372
Use Challenging Games with Older Students, 373
Modify Strategies to Develop Students’ Learning Tools, 373
Work Collaboratively with the Speech-Language Pathologist, 373
Use Story-Telling and Process Writing, 374
Language Differences, 374
Acquiring English as a Second Language, 374
Personal Spotlight: Speech-Language Pathologist, 375
Relationship between Communication Style and Culture, 375
Multicultural Considerations in Assessment, 376
Augmentative and Alternative Communications (AAC), 376
Facilitated Communication, 378
Promoting Inclusive Practices for Students with Communication Disorders, 379
Technology Today: Developing an Effective Team Approach to Serve Students Using AAC in the Classroom, 379
Future Trends, 381
Summary, 382
Questions to Reconsider, 383
Further Readings, 383
MyLabSchool Assignment, 383
Chapter 12. Teaching Students with Special Gifts and Talents, 384
Questions to Consider, 385
Basic Concepts about Students with Special Gifts and Talents, 386
“Gifted” Defined, 388
Other Conceptualizations of Giftedness, 389
Concept of Creativity, 391
Prevalence and Origins of Giftedness, 392
Characteristics of Students Who Are Gifted, 392
Rights and Responsibilities: State Programs for Gifted Children, 394
Identification, Assessment, and Eligibility, 394
Diversity Issues, 397
Strategies for Curriculum and Instruction for Students Who Are Gifted, 398
Diversity Forum: To Be Young, Gifted and. . .Different, 399
Continuum-of-Placement Options, 399
Evidence-Based Practice: Goals for Curricula of Gifted Children, 400
Realities of the General Education Classroom, 401
Approaches to Programming, 403
Classroom Adaptations for Students Who Are Gifted, 405
Management Considerations, 405
Curricular and Instructional Considerations, 406
Technology Today: Websites That Offer Curriculum, Strategies, and Interventions, 408
Social-Emotional Considerations, 411
Promoting Inclusive Practices for Students Who Are Gifted, 414
Personal Spotlight: Special Education Teacher, 414
Classroom Climate, 415
Addressing the Needs of Special Populations, 415
Support for the General Education Teacher, 416
Support for Parents and Families, 418
Teacher Preparation and Professional Development, 418
Final Thought, 418
Summary, 419
Questions to Reconsider, 420
Further Readings, 421
MyLabSchool Assignment, 421
Chapter 13. Teaching Students Who Are At Risk, 422
Questions to Consider, 423
Basic Concepts about Students Who Are At Risk, 424
“At Risk” Defined, 424
Prevalence and Factors Related to Being At Risk, 425
Diversity Forum: Levels of Instructional Support for Diverse Students, 426
Select At-Risk Groups, 427
Students Who Grow Up in Poverty, 427
Students Who Are Homeless, 430
Personal Spotlight: School Counselor, 430
Students in Single-Parent Homes, 433
Students Who Experience Significant Losses, 436
Students Who Are Abused and Neglected, 438
Students Who Abuse Substances, 442
Students Who Become Pregnant, 445
Students Who Are Gay, Lesbian, Bisexual, or Transgendered, 445
Students Who Are Delinquents, 447
Strategies for Curriculum and Instruction for Students Who Are At Risk, 447
Rights and Responsibilities: At-Risk Children’s Right to Nondiscriminatory Assessment, 448
Characteristics of Effective Programs, 449
Specific Strategies for Students At Risk, 450
Final Thought, 450
Evidence-Based Practice: Components of Effective Mentoring Programs for At-Risk Students, 451
Summary, 452
Questions to Reconsider, 452
Further Readings, 452
MyLabSchool Assignment, 453
Chapter 14. Classroom Management and Organization, 454
Questions to Consider, 455
Basic Concepts about Classroom Management and Organization, 456
Definition of Classroom Management and Organization, 457
Comprehensive Model of Classroom Management, 458
Guiding Principles, 459
Cultural Considerations, 460
Components of Effective Classroom Organization and Management, 460
Psychosocial Dimension, 460
Procedural Dimension, 462
Physical Dimension, 466
Behavioral Dimension, 468
Diversity Forum: Positive Behavior Supports through Culturally Responsive Social Skills Curriculum, 471
Instructional Dimension, 481
Rights and Responsibilities: Disciplinary Issues and Federal Law, 482
Organizational Dimension, 485
Personal Spotlight: Third-Grade Teacher, 485
Evidence-Based Practice: Collaboration: Ways to Involve Other Personnel in Management, 486
Summary, 487
Questions to Reconsider, 488
Further Readings, 488
MyLabSchool Assignment, 489
Chapter 15. Teaching Students with Special Needs in Elementary Schools, 490
Questions to Consider, 491
General Curricular Considerations, 493
Curricular Emphases, 495
Reading Instruction, 495
Evidence-Based Practice: Teaching Reading with Emphasis on Word Recognition, 496
Evidence-Based Practice: Teaching Reading Comprehension, 497
Writing, 497
Mathematics, 497
Social Skills Instruction, 499
Evidence-Based Practice: Teaching Mathematics, 499
Transitional Needs, 500
Evidence-Based Practice: Teaching Writing Skills, 500
Evidence-Based Practice: Teaching Social Skills, 501
Instructional Strategies, 504
Professional Collaboration, 505
Personal Spotlight: Teacher Educator, 506
Collaborative Learning, 507
Instructional and Curricular Adaptations, 508
Adaptations for Instructional Lessons, 512
Tips for Adapting an Elementary Lesson Plan, 513
Cultural Diversity Considerations, 514
Diversity Forum: Scaffolding Learning for Diverse Students with Disabilities, 514
Technology Today: Virtual Technology in the Special Education Classroom, 515
Adapting the Classroom Environment, 515
Developing Effective Homework Programs, 516
Developing Responsive Grading Practices, 516
Evidence-Based Practice: Effective Grading Practices, 520
Summary, 521
Further Readings, 521
MyLabSchool Assignment, 521
Chapter 16. Teaching Students with Special Needs in Secondary Schools, 522
Questions to Consider, 523
Jim’s IEP: Transition Components, 524
Secondary School Curricula, 526
Special Education Curriculum in Secondary Schools, 526
Determining Curricular Needs of Students, 526
Rights and Responsibilities: Legal Requirements Related to Transition, 527
Diversity Forum: Planning for the Future: Self-Determination and Transition, 531
Programs for Students in Secondary Schools, 531
Roles of Personnel, 533
Collaborative Role of the Special Education Teacher, 534
Evidence-Based Practice: What Instructional Practices Are Best?, 536
Methods to Facilitate Students’ Success in General Education Classes, 541
Evidence-Based Teaching Strategies, 541
Personal Spotlight: Student and Football Player, 542
Adaptations: Accommodations and Modifications, 543
Homework, Grading, and Testing, 543
Study Skills and Learning Strategies, 550
Summary, 552
Questions to Reconsider, 553
Further Readings, 553
MyLabSchool Assignment, 553
Appendix A. Sample IEP for an Elementary Student, 554
Appendix B. Sample IEP for a Middle School Student, 558
Appendix C. Sample IEP for a Secondary School Student, 565
References, 571
Name Index, 588
Subject Index, 595
Council for Exceptional Children (CEC) Special Education Content Standards, 612

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