Overview

Using a pragmatic and realistic approach to inclusion, this first edition text emphasizes three main themes: the underlying values of making all students active participants in the classroom; the importance of effective evidenced-based practices that work in real classrooms; and the worth of creating highly effective professional educators who have the knowledge, skills, and dispositions to meet the needs of a broad spectrum of diverse students.   Among the many helpful features in the text, Inclusion weaves the stories of three real-world schools throughout the text. The three inclusive schools, which cover the elementary, middle, and high school levels, are used to color the content of the text with examples, interviews, descriptions, and practices that work in real settings with real students.   Written in a clear, succinct, practical, and approachable style, and with consistent pedagogical elements and themes carried throughout, this text addresses the needs of the diverse range of pre-service professionals: traditional special education students, traditional general education students, and alternative certification students.   The book paints a complete picture of inclusion by breaking the subject into three overarching segments: Foundations of Successful Inclusion, Meeting the Needs of All Students, and Effective Practices for All Students. The initial section provides an introduction to inclusion, an account of how and why it has evolved, and how the diversity of students in today’s schools influence inclusion and education in general. The second section includes seven brief chapters that provide background information regarding specific disabilities as well as key issues and challenges for including students in each category. Section three provides an in-depth presentation of key evidence-based practices.

Full Product Details

Author:   James L. McLeskey ,  Michael S. Rosenberg ,  David L. Westling
Publisher:   Pearson Education (US)
Imprint:   Pearson
Dimensions:   Width: 21.60cm , Height: 2.50cm , Length: 27.60cm
Weight:   1.104kg
ISBN:  

9780135154038

ISBN 10:   0135154030
Pages:   512
Publication Date:   22 July 2009
Audience:   College/higher education ,  Professional and scholarly ,  Undergraduate ,  Postgraduate, Research & Scholarly
Replaced By:   9780132658201
Format:   Paperback
Publisher's Status:   Out of Print
Availability:   In Print  
Limited stock is available. It will be ordered for you and shipped pending supplier's limited stock.

Table of Contents

Part I: Foundations of Successful Inclusion Chapter 1: What Is Inclusion and Why Is It Important?     Introduction      Inclusion Is for All Students                   Descriptions of Three Highly Effective, Inclusive Schools                       Students with Disabilities and Special Education                        Other Students Who May Need Support in the General Education Classroom   Concepts That Support Inclusive Practices                    Normalization                           Least Restrictive Environment   What Are Effective Inclusive Programs?            Inclusive Programs: Research on Effectiveness   Your Role as a Teacher in an Inclusive School               General Education Teachers                              Special Education Teachers                              Related Services Professionals              Paraeducators              Teacher Attitudes Toward Inclusion                  Being a Good Teacher of All Students               Appropriate Dispositions                      Positive Teacher Attitude          Summary            Chapter 2: Inclusion: Reflections on the Past, Present, and Future                       Perspectives on Inclusion          Introduction      The Evolution of Inclusive Special Education Services                From Segregation to Inclusion               Civil Rights and Parent Advocacy                     Current Status of Inclusive Practices                  Legal Foundations of Special Education and Inclusion                Individuals with Disabilities Education Improvement Act (IDEA 2004)               From Law to Classroom: Major Components of IDEA 2004                            No Child Left Behind                            Elements of NCLB                   Section 504 of the Rehabilitation Act of 1973 (PL 93-112) and the Americans with Disabilities Act      Tomorrow’s Challenges                        AYP and Students with Disabilities                                Highly Qualified Professionals               Evolving Roles in a Changing System     Summary            Chapter 3: A Look at Today’s Schools: Teaching Students from Diverse Backgrounds Perspectives on Teaching Students from Diverse Backgrounds  Introduction      Who Are the Students in Today’s Schools?                   Ethnic Groups                           Language                      Poverty            Diversity in Special Education   Student Diversity and Academic Achievement               Academic Proficiency               High School Graduation Rates  Teachers, Students, and the Demographic Divide                      Culture and Student Outcomes              Establishing Connections Across a Cultural Divide                     What Is Culture, and Why Is It So Important?   What Can Teachers Do? Culturally Responsive Teaching in Inclusive Classrooms                                  Supporting Resilience and Motivation                Culturally Responsive Inclusive Pedagogy                      Demonstrating Care                  High Expectations: What Does “No Excuses” Really Mean?                  Using a Diverse Curriculum       Summary            Part II: Meeting the Needs of All Students             Chapter 4: Students with Learning Disabilities       Perspectives on Including Students with Learning Disabilities      Introduction      Who Are Students with Learning Disabilities?                Identification of Students with Learning Disabilities                                 Prevalence                    Service Delivery           Major Characteristics of Students with Learning Disabilities                   Academic Difficulties                            Cognitive Skill Deficits              Social and Motivational Problems         Effective Instruction for Students with Learning Disabilities         Effective Instruction for Elementary Students     Effective Instruction for Secondary Students      Final Thoughts Regarding Effective Practices     Summary            Chapter 5: Students with Attention-Deficit/Hyperactivity Disorder                       Perspectives on Including Students with Attention-Deficit/Hyperactivity Disorder                       Introduction      Who Are Students with Attention-Deficit/Hyperactivity Disorder?                                  Definition             Identification of Students with ADHD                Prevalence                    Service Delivery           Major Characteristics of Students with ADHD              Inattentive, Hyperactive, and Impulsive Behaviors                      Social and Behavior Problems               Academic Difficulties                Effective Instruction for Students with ADHD                Effective Instruction for Elementary Students                             Effective Instruction for Secondary Students                              The Use of Medication to Address the Symptoms of ADHD     Final Thoughts Regarding Effective Practices     Summary            Chapter 6: Students with Intellectual Disabilities    Perspectives on Including Student with Intellectual Disabilities    Introduction      Who Are Students with Intellectual Disabilities?             Definition                      Identification of Students with Intellectual Disabilities                  Prevalence                    Service Delivery           Major Characteristics of Students with Intellectual Disabilities                Academic Difficulties                            Cognitive Skill Deficits              Social and Behavior Problems   Effective Instruction for Students with Intellectual Disabilities                  Effective Instruction for Elementary Students                             Effective Instruction for Secondary Students                  Final Thoughts Regarding Effective Practices     Summary            Chapter 7: Students with Emotional and Behavioral Disabilities   Perspectives on Including Students with Emotional and Behavioral Disabilities    Introduction      Who Are Students with Emotional and Behavioral Disabilities?              Definition          Identification of Students with Emotional and Behavioral Disabilities                   Prevalence                    Service Delivery           Major Characteristics of Students with Emotional and Behavioral Disabilities                  Externalizing Behavior Problems                        Internalizing Behavior Problems             Cognitive, Academic, and Social Behavior        Effective Instruction for Students with Emotional and Behavioral Disabilities                   Effective Instruction for Elementary Students             Effective Instruction for Secondary Students                  Final Thoughts Regarding Effective Practices     Summary            Chapter 8: Students with Autism Spectrum Disorders        Perspectives on Including Students with Autism Spectrum Disorders      Introduction      Who Are Students with Autism Spectrum Disorders?                Definition                      Identification of Students with Autism Spectrum Disorders             Prevalence                    Service Delivery           Major Characteristics of Students with Autism Spectrum Disorders                               Primary Characteristics             Secondary Behavioral Factors  Effective Instruction for Students with Autism Spectrum Disorders                                 Effective Instruction for Elementary Students                 Effective Instruction for Secondary Students                  Final Thoughts Regarding Effective Practices     Summary            Chapter 9: Students with Communication Disorders and Students with Sensory Impairments                Perspectives on Including Students with Communication Disorders                    Introduction      Who Are Students with Communication Disorders?                               Definitions                    Identification of Students with Communication Disorders                       Prevalence                    Service Delivery           Major Characteristics of Students with Communication Disorders                      Academic and Cognitive Performance               Behavior Performance and Social Skills Effective Instruction for Students with Communication Disorders                        Effective Instruction for Elementary Students                 Effective Instruction for Secondary Students      Who Are Students with Sensory Impairments?              Definitions                    Identification of Students with Sensory Impairments                               Prevalence                    Service Delivery           Major Characteristics of Students with Sensory Impairments                 Academic and Cognitive Performance               Behavior Performance and Social Skills Effective Instruction for Students with Sensory Impairments                   Effective Instruction for Elementary Students                 Effective Instruction for Secondary Students      Final Thoughts Regarding Effective Practices     Summary            Chapter 10: Students with Physical Disabilities, Health Impairments, and Multiple Disabilities            Perspectives on Including Students with Physical Disabilities      Introduction      Who Are Students with Physical Disabilities, Health Impairments, and Multiple Disabilities?                    Definitions                    Identification of Students with Physical Disabilities, Health Impairments, and       Multiple Disabilities                   Prevalence                    Service Delivery           Major Characteristics of Students with Physical Disabilities, Health Impairments, and Multiple Disabilities                       Academic and Cognitive Performance               Behavior Performance and Social Skills Effective Instruction for Students with Physical Disabilities, Health Impairments, and Multiple Disabilities             Effective Instruction for Elementary Students     Effective Instruction for Secondary Students                              Strategies to Achieve Social Success                 Final Thoughts Regarding Effective Practices     Summary            Part III: Effective Practices  Chapter 11: Collaboration and Teaming      Perspectives on Collaboration               Introduction      Collaboration: What to Expect              What Is Collaboration?             Dispositions Needed for Successful Collaboration                                 Skills Needed for Successful Collaboration                   Collaborative Roles in Inclusive Schools                        Collaborative Teams                 Co-Teaching                Collaborative Consultation        Students as Collaborators: Peer Assistance in Inclusive Classrooms and Schools                        The Peer Buddy Program         Summary          Putting It All Together   Strategy 11.1:  Key Components of Effective Collaboration                   Strategy 11.2:  Communication Skills and Successful Collaboration        Strategy 11.3:  Teacher Assistance Teams         Strategy 11.4:  Co-Teaching     Strategy 11.5:  Working with Paraeducators      Strategy 11.6:  Working with Families: Home–School Connection                     Strategy 11.7:  Peer Buddies                   Chapter 12: Formal Plans and Planning for Differentiated Instruction      Perspectives on Planning           Introduction      Response-to-Intervention Plans Individualized Education Programs        Section 504 Plans         Behavior Intervention Plans       Planning for Differentiated Instruction                Getting to Know Your Standards                      Level-1 Planning: Identifying Students’ Learning Needs             Level-2 Planning: Preparing for Daily Instruction                        Level 3: Interactive Planning During Instruction              Monitoring Student Progress                             Grading Students with Disabilities                      Arranging the Classroom for Inclusion   Summary Putting It All Together   Strategy 12.1: Contributing to Individualized Educational Programs        Strategy 12.2:  Procedures for Developing a 504 Plan   Strategy 12.3:  Planning for Differentiated Instruction     Strategy 12. 4:  Identifying Instructional Needs for Students with Disabilities or Special Needs in General Education Classrooms      Strategy 12. 5:  Planning for Basic Skills Instruction in an Inclusive Classroom    Strategy 12.6: Planning for Academic Content Instruction in an Inclusive Classroom       Strategy 12.7:  Using Curriculum-Based Measures to Measure Student Academic Progress       Strategy 12.8:  Procedures for Developing a Personalized Grading Plan   Chapter 13: Effective Instruction in Elementary Inclusive Classrooms: Teaching Reading, Writing, and Mathematics  Perspectives on Effective Instruction                  Introduction      Effective Instruction in an Inclusive Classroom: What to Expect  Principles and Practices to Support Effective Instruction                        Effective Instruction: Teacher Behaviors in Delivering Instruction                                    Grouping Students to Support the Delivery of Effective Instruction                                 Individual Tutoring                    Peer Tutoring    Effective Instruction in Reading, Writing, and Mathematics                                 Reading Instruction                   Writing Instruction                    Mathematics Instruction            Summary          Putting It All Together   Strategy 13.1:  Success for All  Strategy 13.2:  Cooperative Learning                Strategy 13.3:  Reading Recovery         Strategy 13.4:  Peer-Assisted Learning Strategies          Strategy 13.5:  Beginning Reading: Tiers of Instruction and Response to Intervention      Strategy 13.6:  Self-Regulated Strategy Development and Writing Instruction     Strategy 13.7: Cognitive Strategy Instruction for Teaching Math Problem Solving                         Chapter 14: Teaching Students in Secondary Content Areas         Perspectives on Teaching Secondary Content to Students with Disabilities         Introduction      Content Learning Differences: What to Expect   Prerequisites for Inclusive Content-Area Instruction                               Understanding Curriculum                     Working Collaboratively           Models and Approaches for Inclusive Content-Area Instruction             Universal Design for Learning                Direct Instruction                      Guided Discovery Learning                               Cooperative Learning                           Learning Strategies                   Content Enhancements  Content Survival Strategies                               Content-Area Reading              Note Taking                 Test Taking                  Time and Assignment Management       Content-Area Instruction for Students with Severe Disabilities   Summary          Putting It All Together   Strategy 14.1:  Content Enhancements: Unit and Lesson Organizers                   Strategy 14.2:  Improving Expository Writing Across Content-Area Classes      Strategy 14.3:  Mnemonic Strategies                 Strategy 14.4:  Content-Area Reading   Strategy 14.5:  Developing and Supporting Note Taking            Strategy 14.6:  Developing Effective Test Taking             Chapter 15: Effective Practices for All Students: Classroom Management                      Perspectives on Classroom Management           Introduction Student Behavior: What to Expect         Behavior Management Readiness                      Classroom Organization                        Effective Instruction                  A Climate of Care and Respect Addressing Student Behavior: Tiered Management                                Universal Inclusive Practice and Supports                      Targeted Interventions              Functional Behavioral Assessment                     Behavior Intervention Plans                   Wraparound Supports              Summary          Putting It All Together   Strategy 15.1:  Developing and Maintaining Rules and Procedures                     Strategy 15.2:  Surface Management Techniques           Strategy 15.3:  Developing Consequences and Delivering Them with Consistency                      Strategy 15.4:  Defusing Confrontations and Responding to Dangerous Behavior                        Strategy 15.5:  Check-In, Connect, Check-Out Systems           Strategy 15.6:  Behavioral Contracts                 Strategy 15.7:  Function-Based Thinking, Functional Behavior Assessments, and Behavior Intervention Plans                 Strategy 15.8:  Direct Teaching of Social Skills: Social Stories     Chapter 16: Using Technology to Enhance Inclusion          Perspectives on Using Technology to Enhance Inclusion            Introduction      Educational Technology                        Use of Educational Technology in General Education Classrooms                      Using Educational Technology to Facilitate Inclusion                  What You Can Expect from Educational Technology     Assistive Technology                            AT Devices to Support Academic Activities                              Augmentative and Alternative Communication Devices              Personal Digital Assistants                     AT Devices for Daily Living                              How Effective Is Assistive Technology?            Universal Design for Learning                Principles of UDL                     Applying UDL Principles                      Example of the Effectiveness of UDL Applications                     Summary Putting It All Together   Strategy 16.1:  Teaching Students to Use Educational Technology Programs      Strategy 16.2:  Using READ 180 in the Classroom                    Strategy 16.3:  Using the Computer Game PLATO® Achieve Now on PSP® (Mathematics) to Improve Students’ Homework Performance           Strategy 16.4:  Evaluating Educational Technology                     Strategy 16.5:  A Decision-Making Process for Selecting Assistive Technology Devices Strategy 16.6:  Using Word Processing and Related Software to Support Student Writing          Strategy 16.7:  Teaching Students with Disabilities to Use Calculators    Strategy 16.8:  Supporting Students Who Use AAC Devices     Strategy 16.9:  Supporting Students Who Use Motorized Wheelchairs

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Author Information

James McLeskey is professor and chair of the Department of Special Education at the University of Florida. He is the author of Special Education for Today’s Teachers: An Introduction (Prentice Hall, 2008), Reflections on Inclusion: Classic Articles that Shaped our Thinking (CEC, 2007), and Inclusive Education in Action: Making Differences Ordinary (ASCD, 2000). He has worked extensively with helping local schools develop inclusive classrooms, and has written numerous articles regarding this work.   David L. Westling is the Adelaide Worth Daniels Distinguished Professor of Special Education at Western Carolina University in Cullowhee, North Carolina. He received his Ed.D. Degree in Special Education from the University of Florida in 1976. He is the co-author of Teaching Students with Severe Disabilities (Prentice Hall, 2008), Special Education for Today’s Teachers: An Introduction (Prentice Hall, 2008), and numerous papers in professional journals on related subjects.

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