Overview

Special Education in Today's Diverse Classrooms: Meeting the Needs of Students with Exceptionalities is an introductory-level textbook designed for all pre-service teachers to learn about meeting the needs of students with exceptionalities in inclusive environments. Along with descriptions of each IDEA disability category, the book presents high-leverage practices (HLPs) and evidence-based strategies that are practical and applicable to any instructional environment. Through the lens of HLPs, this text emphasizes universal design for learning (UDL), tiered supports, culturally inclusive pedagogies and practices (CIPP), and evidence-based practices (EBPs). This textbook bridges the gap between research, knowledge about disabilities, and a practical approach to educating students, offering a comprehensive framework for educators navigating the diverse needs of students with exceptionalities. By placing a strong emphasis on CIPP and EBPs as they relate to HLPs, it equips readers with tools to create meaningful and equitable learning experiences. The unique structure, enriched by authentic vignettes and aligned with professional standards, ensures the practical application of frameworks such as UDL and multi-tiered systems of support. Additionally, the book underscores the importance of family engagement, making it a vital resource for fostering collaboration in education. The content aligns with the Council for Exceptional Children (CEC) standards ensuring its relevance and utility for professional educator preparation. Through its innovative approach, this text inspires educators to not only meet students' needs but also celebrate their individuality, preparing them to succeed in dynamic, inclusive school and classroom environments. Key Features Real-life vignettes from individuals with disabilities, their families, and educators offer authentic perspectives that go beyond case studies Links to resources to increase exposure and knowledge about specific topics, designed to enrich understanding and application of inclusive practices Includes coverage of concepts such as trauma, neurodiversity, social and emotional learning, assistive technology, and new instructional technologies With inclusive language and culturally inclusive pedagogies and practices, the book prepares future educators to foster trust and promote equity in their classrooms Focus on application to the classroom through questions and activities at the end of each chapter Color graphics, visual frameworks (e.g., UDL models), and instructional charts enhance comprehension and engagement The text comes with a robust package of online ancillary materials for instructors and students PluralPlus AncillariesFor instructors: Test Bank, Syllabus, and PowerPoint Slides with Lecture Notes, Case Studies, and Class Activities For students: Quizzes, eFlashcards, and Videos

Full Product Details

Author:   Shantel Farnan ,  Ruby L. Owiny
Publisher:   Plural Publishing Inc
Imprint:   Plural Publishing Inc
Dimensions:   Width: 21.60cm , Height: 1.60cm , Length: 27.90cm
ISBN:  

9781635507508

ISBN 10:   1635507502
Pages:   349
Publication Date:   24 September 2025
Audience:   College/higher education ,  Professional and scholarly ,  Adult education ,  Tertiary & Higher Education ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   In Print  
This item will be ordered in for you from one of our suppliers. Upon receipt, we will promptly dispatch it out to you. For in store availability, please contact us.

Table of Contents

Contents Introduction Acknowledgments About the Editors Contributors Reviewers Chapter 1. Inclusive Education: Students With Exceptionalities, the Law, and the Individualized Education Program Shantel M. Farnan Learning Outcomes Chapter Glossary Questions to Prompt Your Thinking Introduction History of Special Education Key People Shaping Special Education Evolution of Special Education What Is Special Education? Key Legislation and Litigation     Education for All Handicapped Children Act (Public Law 94-142)     Individuals With Disabilities Education Act     Section 504     Litigation Students With Exceptionalities Special Education Process Individualized Education Program Services and Continuum of Placements Inclusive Language and Education Chapter Summary Application to the Classroom Chapter 2. Foundations of Inclusion Ruby L. Owiny Learning Outcomes Chapter Glossary Questions to Prompt Your Thinking Introduction Individualized Education Plan      What Are the Student’s Unique Academic and Functional Needs That Must Be Addressed in the Individualized Education Program?     What Annual Goals Must Be Included in the Individualized Education Program to Address the Student’s Needs?     How Will the Progress Toward the Individualized Education Program Goals Be Monitored?     What Services Will Be Provided to the Student to Reach the Identified Goals? Providing a Free Appropriate Public Education Frameworks to Promote Quality Inclusion Evidence-Based Tiered Frameworks     Response to Intervention     Positive Behavioral Interventions and Supports     Multi-Tiered Systems of Support Universal Design for Learning     Universally Designed Curriculum Differentiation and Universal Design for Learning Culturally Inclusive Practices and Pedagogy High-Leverage Practices Addressing Individualized Education Program Needs Chapter Summary Application to the Classroom Chapter 3. Collaborating With School Professionals for Student Success Shantel M. Farnan and Tamara G. Lynn Alyce’s Story Learning Outcomes Chapter Glossary Questions to Prompt Your Thinking Introduction High-Leverage Practice 1 Defined High-Leverage Practice 1 in the School System     Collaborative Culture     Collaborative Roles     Role Perceptions     Types of Collaborative Teams     General Education Teachers, Special Education Teachers, and Paraprofessionals     Purposes of Collaborative Teams     Performing as an Effective Collaborator     The Benefits of Collaboration Application to Alyce     Consultation and Teams     The Consultation Process     Co-teaching         Teaching Approaches A Deeper Understanding of Giftedness and Twice Exceptional     Definition of Gifted and Talented     Definition of Twice Exceptional     Causes Characteristics Process for Identification of Giftedness and Twice Exceptional Chapter Summary Application to the Classroom Chapter 4. Fostering Effective Home-School Partnerships to Support Student Learning Shantel M. Farnan and Sarah Jin Wong Oliver and His Family’s Journey Learning Outcomes Chapter Glossary Questions to Prompt Your Thinking Introduction High-Leverage Practices 2 and 3 Defined High-Leverage Practices 2 and 3 in Practice     Family as a System     Impact of Disability     Fostering Trust With Families     Communicating With Families     Facilitating Meetings     Asset-Based Approach Application to Oliver     Valuing Family and Building Trust     Respectful and Meaningful Communication     Facilitating Effective Meetings     Championing Self-Determination and Advocacy A Deeper Understanding of Intellectual Disability     Individuals With Disabilities Education Act Definition Causes Characteristics     Intellectual Functioning     Adaptive Behavior         Conceptual         Practical         Social         Communication Process for Identification of Intellectual Disability Chapter Summary Application to the Classroom Chapter 5. Understanding Students’ Strengths and Needs Through Multiple Sources and Assessment Shantel M. Farnan and Adam M. Moore Hazel’s Story Learning Outcomes Chapter Glossary Questions to Prompt Your Thinking Introduction High-Leverage Practice 4 Defined High-Leverage Practice 4 in the Classroom     Assessment Provisions Under the Individuals With Disabilities Education Act         Child Find         Evaluation Timeline     Data Sources Used to Determine Student Progress     Review of Existing Data     Eligibility Within Special Education     Role of General Education Teacher     Role of Special Education Teacher Application to Hazel A Deeper Understanding of Developmental Delays     Individuals With Disabilities Education Act Definition of Developmental Delays Causes Characteristics Process for Identification of Developmental Delay Chapter Summary Application to the Classroom Chapter 6. Involving Collaborators in Assessment Shantel M. Farnan Scott’s Story Learning Outcomes Chapter Glossary Questions to Prompt Your Thinking Introduction High-Leverage Practice 5 Defined High-Leverage Practice 5 in the School System     Involvement of Partners in the Assessment Process     Purposes of Assessment     Interpretation of Assessment Results     Assessment Results for Present Level of Academic Achievement and Functional Performance     Importance of Communication and Collaboration     Development of Culturally Inclusive Pedagogy and Practices and Transition Plans Application to Scott A Deeper Understanding of Traumatic Brain Injury     Individuals With Disabilities Education Act Definition Causes Characteristics Process for Identification of Traumatic Brain Injury Chapter Summary Application to the Classroom Chapter 7. Data-Driven Planning Shantel M. Farnan and Adam M. Moore Grace’s Story Learning Outcomes Chapter Glossary Questions to Prompt Your Thinking Introduction High-Leverage Practice 6 Defined High-Leverage Practice 6 in the Classroom     Selecting Appropriate Interventions, Instruction, and Support Through Multi-Tiered System of Support Data Ongoing Data Collection and Assessment     Curriculum-Based Measures     Progress Monitoring     Data-Driven Planning and Adjustments Formative Assessments     Collecting Behavioral and Functional Data Universal Design for Learning, High-Leverage Practice 6, and Data Collection Application to Grace A Deeper Understanding of Multiple Disabilities     Individuals With Disabilities Education Act Definition of Multiple Disabilities Causes Characteristics Process for Identification of Multiple Disabilities Alternate Assessments Chapter Summary Application to the Classroom Chapter 8. Establishing Safe, Positive, and Culturally Sustaining Classroom Environments Ruby L. Owiny and Jennifer D. Walker Sophia’s Story Learning Outcomes Chapter Glossary Questions to Prompt Your Thinking Introduction High-Leverage Practices 7, 8/22, and 9 Defined High-Leverage Practice 7 in the Classroom High-Leverage Practice 8/22 in the Classroom High-Leverage Practice 9 in the Classroom     Trauma Application to Sophia     Expectations, Routines, and Procedure Development     Behavior-Specific Praise     Correction Procedures     Opportunities to Respond     Climate of Respect     Social Skills Instruction A Deeper Understanding of Other Health Impairment     Individuals With Disabilities Education Act Definition Characteristics     Early Signs and Symptoms     Attention Deficit Hyperactivity Disorder     Epilepsy     Asthma Causes     Attention Deficit Hyperactivity Disorder     Epilepsy     Asthma Process for Identification of Other Health Impairment     Attention Deficit Hyperactivity Disorder     Epilepsy     Asthma Chapter Summary Application to the Classroom Chapter 9. Conducting Functional Behavior Assessments to Increase Positive Behaviors Ruby L. Owiny and Kathleen A. Boothe     Eligrace’s Story Learning Outcomes Chapter Glossary Questions to Prompt Your Thinking Introduction High-Leverage Practice 10 Defined High-Leverage Practice 10 in the Classroom     Role of the General Educator     Role of the Special Educator Application to Eligrace: Conducting a Functional Behavioral Assessment     Define the Target Behavior     Collect Data         Indirect Data Collection Methods         Direct Data Collection Methods     Develop a Hypothesis Statement Writing a Behavior Support Plan     Identify an Appropriate Replacement or Desired Behavior         Identify Appropriate Interventions     Create Observable and Measurable Goals     Teach the Plan to the Student A Deeper Understanding of Emotional Disturbance     Individuals With Disabilities Education Act Definition Causes Characteristics     Behavioral     Academic Process for Identification of Emotional Disturbance Positive Behavior Intervention and Supports Chapter Summary Application to the Classroom Chapter 10. Designing Instruction Toward Specific Learning Goals Ruby L. Owiny and Jody R. Siker Starry and Maisie’s Story Learning Outcomes Chapter Glossary Questions to Prompt Your Thinking Introduction High-Leverage Practices 11 and 12 Defined High-Leverage Practices 11 and 12 in the Classroom     Disability Identity and Inclusion Perception of Competence Welcome Into the School Community Access to Grade-Level Curriculum Appropriate Accommodations and Services Specifically Designed Instruction     Designing Instruction Around Goals     Assessing Instruction     Executive Functioning Instruction     Culturally Inclusive Practices and Pedagogy A Deeper Understanding of Deafness and Hearing Impairment Individuals With Disabilities Education Act Definition Causes Characteristics     Early Signs and Symptoms         Infants and Toddlers         Preschool Through School Age Process for Identification of Deafness and Hearing Impairment Transition     Required Components Chapter Summary Application to the Classroom Chapter 11. Adaptations and Using Technology to Meet Student Needs Growing Up With Blindness Shantel M. Farnan and Mindy S. Ely Ethan’s Story Learning Outcomes Chapter Glossary Questions to Prompt Your Thinking Introduction High-Leverage Practices 13 and 19 Defined High-Leverage Practices 13 and 19 in the Classroom Adaptations for the Classroom: Instruction, Materials, and Environment     Using Clear and Concise Vocabulary in Instruction     Making Images Accessible     Making Materials Accessible     Assistive and Instructional Technology     Lighting and Contrast Specialized Instructional Needs in Reading Media     Reading Using Print Media     Reading Using Braille Media     Reading Using Auditory Media     The Role of Access Technology Application to Ethan and Elissa     Benefits to All Students A Deeper Understanding of Visual Impairment, Including Blindness and Deaf/Blindness     Individuals With Disabilities Education Act Definition Causes Characteristics Process for Identification of Visual Impairment and Blindness     Individuals With Disabilities Education Act Definition of Deaf-Blindness Chapter Summary Application to the Classroom Chapter 12. Implementing Strategies to Support Learning Ruby L. Owiny and Shantel M. Farnan Quinten’s Story Learning Outcomes Chapter Glossary Questions to Prompt Your Thinking Introduction High-Leverage Practice 14 Defined High-Leverage Practice 14 in the Classroom Application to Quinten     Self-Regulated Strategy Development     Comprehension Strategies         Vocabulary         Keyword Strategy         Graphic Organizers         Content Enhancement Routines     Memory Strategies         Mnemonics         Cue Cards         Task Analysis A Deeper Understanding of Specific Learning Disabilities     Individuals With Disabilities Education Act Definition for Specific Learning Disabilities     Causes     Characteristics         Reading         Mathematics         Written Expression     Process for Identification of Specific Learning Disabilities         Discrepancy Model         Response to Intervention for Identification of Specific Learning Disabilities Chapter Summary Application to the Classroom Chapter 13. Scaffolding Toward Independence, Maintenance, and Generalization Shantel M. Farnan Ben’s Story Learning Outcomes Chapter Glossary Questions to Prompt Your Thinking Introduction High-Leverage Practices 21 and 15 Defined High-Leverage Practices 15 and 21 in the Classroom Scaffolded Supports Generalization Maintenance Application to Ben A Deeper Understanding of Autism     Individuals With Disabilities Education Act Definition for Autism Causes Characteristics Process for Identification of Autism Chapter Summary Application to the Classroom Chapter 14. Making Instructional Decisions for Student Success Ruby L. Owiny Kylee’s Story Learning Outcomes Chapter Glossary Questions to Prompt Your Thinking Introduction High-Leverage Practice 16 Defined High-Leverage Practice 17 Defined High-Leverage Practice 20 Defined High-Leverage Practices 16, 17, and 20 in the Classroom Application to Kylee     Collaboration Between General Education and Special Education Staff     Universal Design for Learning and Differentiation     Other High-Leverage Practices at Work     Accommodations A Deeper Understanding of Speech or Language Impairment     Individuals With Disabilities Education Act Definition     Causes     Characteristics         Early Signs and Symptoms         Educational Impact Process for Identification of Speech-Language Impairment Chapter Summary Application to the Classroom Chapter 15. Engaging Students in Active Learning Ruby L. Owiny Willow’s Story Learning Outcomes Chapter Glossary Questions to Prompt Your Thinking Introduction High-Leverage Practice 18 Defined High-Leverage Practice 18 in the Classroom     Opportunities to Respond to Increase Engagement         Turn-and-Talk         Think-Pair-Share         Guided Notes         Response Cards         Choral Responding Application to Willow A Deeper Understanding of Orthopedic Impairment     Individuals With Disabilities Education Act Definition     Characteristics         Cerebral Palsy         Spina Bifida         Muscular Dystrophy     Causes         Cerebral Palsy         Spina Bifida         Muscular Dystrophy      Process for Identification of Orthopedic Impairment Chapter Summary Application to the Classroom Glossary References Index

Reviews

Author Information

Shantel M. Farnan, EdD, is Associate Professor and Coordinator of Special Education programs at Northwest Missouri State University, Maryville, Missouri. She is beginning her 30th year in education, including experience in special education (preschool through postsecondary) as a teacher, special education director, and now professor. She has been the recipient of several awards connected to education, including the Dean's Award for Teaching, Award for Excellence for Community Leadership as CEC Student Group Advisor, Excellence in Agility and Innovation as Graduate Education Coordinator, and the Alumni Association Distinguished Faculty Award. Farnan has been active in state and national special education organizations, serving on the boards of the Missouri Council of Administrators of Special Education (MO-CASE), Missouri Council for Exceptional Children (MO-CEC), Teacher Education Division (TED), and Small Special Education Programs Caucus (SSEPC). Of particular honor to Farnan was being elected TED's first Special Interest Group and Caucus Liaison. She was honored to receive the Nasim Dil Service Award for Outstanding Service to Teacher Education in Small Special Education Programs in 2023. The courses Farnan teaches are in the areas of introduction to special education, methods of special education, leadership in special education, and special education practicum. Her research and scholarly interests are focused on collaboration, high-leverage practices, profession-based learning, collaborative scholarship, and diverse field experiences. She has enjoyed teaching on these important topics and publishing many manuscripts focused on them as well. In her free time, Farnan enjoys spending time with family and friends, traveling, reading, hiking, and being involved in community activities and organizations, including as a ""Big"" in the Big Sisters, Big Brothers organization with her husband Darren. She is proud to have her son, Brady, recently graduated from her alma mater and her daughter, Maggie, pursuing a degree in special education. Ruby L. Owiny, PhD, is Associate Professor at Minnesota State University, Mankato. She has nearly 30 years of experience in education, including elementary education (K-5), special education (K-12), educational consultant, and parent advocate. Prior to her current position, Owiny was Associate Professor and Director of the Division of Education at Trinity International University. She is the founder and CEO of Pamoja Special Education Advocacy, which partners with schools and families to ensure high-quality special education services are provided to eligible students. Owiny also serves as an educational consultant for 2Teach Global, a position in which she has presented professional development around the United States. Additionally, she presents internationally, supporting schools in Bolivia, Guatemala, and Tanzania. She has been the recipient of awards and nominations related to her teaching, scholarship, and service, including a nomination from students for the Dr. Duane Orr Teacher of the Year Award, the Regent's Prize for Excellence in Scholarship, and the Nasim Dil Service Award for Outstanding Service to Teacher Education in Small Special Education Programs. Owiny has been active in state, national, and international organizations serving students with disabilities. She served on the Universal Design for Learning in Higher Education (UDL-HE) steering committee for the inaugural UDL-HE Digicon in 2019. She has served in several roles in the Small Special Education Programs Caucus (SSEPC) of the Teacher Education Division (TED) of the Council for Exceptional Children (CEC), including chair of the caucus. Owiny also served on the TED board in a number of capacities with her most recent position being president of the organization in 2021. Owiny currently serves on the board for CEC as a member-at-large and as president of the board for Alakira Maasai Economic Support Initiative, which serves the Maasai in Tanzania to improve educational outcomes for children, supports economic empowerment, and works toward improved medical care, with an emphasis on prenatal and postpartum care for mothers and infants. Owiny teaches courses in the areas of introduction to special education, methods of teaching students with disabilities, and classroom and behavior management, and supervises student teachers during their special education placement. Her research and scholarly interests focus on inclusion, including high- leverage and evidence-based practices, Universal Design for Learning, co-teaching and collaboration, and embedding specially designed instruction in the inclusive general education classroom. In her free time, Owiny enjoys spending time with her family and her dog, Nova. She loves to travel, read, snowshoe, hike, bike, kayak, and camp. She also enjoys Hallmark movies and binge-watching Netflix movies and series. She especially enjoys being a basketball, winter guard, lacrosse, and band mom for her three children. Her title of chauffeur gives her lots of car time to hear her children and their friends laughing and talking about things important to them. Finally, Owiny and her husband enjoy being involved in their local faith community, hosting teens frequently and leading a community group of adults.

Tab Content 6

Author Website:  

Countries Available

All regions