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Sneak Preview Meyers SECOND EDITION THE ART OF INCLUSIVE EDUCATION Best Practices for All Learners THE EDUCATION ART OF INCLUSIVE THE ART OF The Art of Inclusive Education: Best Practices for All Learners equips future INCLUSIVE EDUCATION educators with proven strategies for meeting the varied needs of students in the modern classroom, ranging from the most proficient to those with learning deficits to those who come from diverse cultural and socioeconomic backgrounds. The book prepares teachers to embrace differences and implement approaches that Best Practices for All Learners maximize the potential of each and every student under their instruction. The book is divided into three parts. In Part I, readers examine foundational infor- mation regarding disabilities awareness and special education, the process of developing individualized education programs, and high-incidence and low-inci- Shelly Meyers dence disabilities. Part II discusses cooperative learning strategies, literacy devel- Best Practices for All Learners opment, classroom behavior and management, the universal design for learning approach, and more. The final part presents methodologies for teaching English language learners and urban students. It also offers advice for teaching life skills that will help students excel in and out of the classroom. The second edition includes enhanced case studies for each chapter, as well as additional information on critical thinking skills and designing appropriate supports and services on both Individual Educational Programs and 504 Plans. The Art of Inclusive Education is an excellent resource for programs and courses in education and special education, especially those with emphasis on teaching diverse populations. Shelly Meyers is an associate professor and special education program coordinator at Stockton University. She holds an Ed.D. from Nova Southeastern University. SKU 81933-2A www.cognella.com The Art of Inclusive Education Best Practices for All Learners Second Edition Shelly Meyers Stockton University SAN DIEGO Bassim Hamadeh, CEO and Publisher Carrie Baarns, Manager, Revisions and Author Care Kaela Martin, Project Editor Christian Berk, Production Editor Jess Estrella, Senior Graphic Designer Alexa Lucido, Licensing Manager Natalie Piccotti, Director of Marketing Kassie Graves, Vice President of Editorial Jamie Giganti, Director of Academic Publishing Copyright © 2021 by Cognella, Inc. All rights reserved. No part of this publication may be reprinted, reproduced, transmitted, or utilized in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying, microfilming, and recording, or in any information retrieval system without the written permission of Cognella, Inc. For inquiries regarding permissions, translations, foreign rights, audio rights, and any other forms of reproduction, please contact the Cognella Licensing Department at [email protected]. Trademark Notice: Product or corporate names may be trademarks or registered trademarks and are used only for identification and explanation without intent to infringe. Cover image copyright © 2012 Depositphotos/Iofoto. Printed in the United States of America. 3970 Sorrento Valley Blvd., Ste. 500, San Diego, CA 92121 This book is dedicated to the people who inspire me and whom I love most. Brian Meyers, Norman and Audrey Fischer, Erin, Chad, Sarah, Miller, Noa, Dean, Nolan and Laila. Brief Contents PREFACE XVII ACKNOWLEDGMENTS XIX PART I CHAPTER 1 Foundations 3 CHAPTER 2 The Individualized Education Program 21 CHAPTER 3 High-Incidence Disabilities 43 CHAPTER 4 Low-Incidence Disabilities 55 PART II CHAPTER 5 The Teacher 69 CHAPTER 6 Cooperative Learning 83 CHAPTER 7 The Brain and Learning 97 CHAPTER 8 Speech and Language 117 CHAPTER 9 Literacy Development 157 CHAPTER 10 Classroom and Behavior Management 177 CHAPTER 11 Universal Design for Learning 211 PART III CHAPTER 12 English Language Learners 235 CHAPTER 13 The Urban Student 255 CHAPTER 14 Transition and Life Skills Instruction 271 INDEX 291 VIII Detailed Contents PREFACE XVII ACKNOWLEDGMENTS XIX PART I CHAPTER 1 Foundations 3 Introduction 3 Objectives 3 History 4 Legislation 11 Advocacy Groups 14 Closing 17 Discussion Questions 17 References 17 Online Resources for Teachers 18 Credits 18 Case Study: Ramona’s Story 20 CHAPTER 2 The Individualized Education Program 21 Introduction 21 Objectives 21 Background 22 Response to Intervention 23 Multitiered System of Support (MTSS) 24 Referral for Special Education 25 Terminology 27 Who Participates in the Development of the IEP? 31 The IEP Meeting 32 Training for the IEP Team 33 Section 504 and the Americans With Disabilities Act 34 Home and School Connection 36 Closing 37 Discussion Questions 37 References 38 Online Resources for Teachers 40 Credits 40 Case Study: Larissa 41 CHAPTER 3 High-Incidence Disabilities 43 Introduction 43 Objectives 45 Specific Learning Disabilities 45 Attention Deficit Disorder and Attention Deficit Hyperactivity Disorder 46 Emotional and Behavioral Disabilities (EBD) 48 Speech and Language Disabilities 49 Mild Cognitive Disabilities or Mild Intellectual Disabilities 51 Closing 51 Discussion Questions 52 References 53 Online Resources for Teachers 54 Credits 54 CHAPTER 4 Low-Incidence Disabilities 55 Introduction 55 Objectives 55 Intellectual Disabilities 56 Conceptual Domain 57 Social Domain 57 Practical Domain 58 Physical and Health Disabilities 58 Hard of Hearing and Deafness 59 Low Vision and Blindness 60 Deaf-Blindness 61 Traumatic Brain Injury 61 X Autism Spectrum Disorders 62 Multiple Severe Disabilities 63 Closing 63 Discussion Questions 64 References 64 Credits 65 PART II CHAPTER 5 The Teacher 69 Introduction 69 Objectives 71 Roles and Responsibilities 71 Closing 77 Discussion Questions 78 References 79 Credits 81 Case Study: Malik 82 CHAPTER 6 Cooperative Learning 83 Introduction 83 Objectives 83 The Cooperative Learning Implementation Sequence 84 The Teacher in the Cooperative Learning Classroom 85 Teaching Skills for Learning and Working Cooperatively 89 Strategies for Engaging in Cooperative Learning 91 Closing 93 Discussion Questions 93 References 94 Credits 95 Case Study: Joe 96 CHAPTER 7 The Brain and Learning 97 Introduction 97 Objectives 97 The Teacher in the Classroom 99 What Can Teachers Do to Establish an Optimal XI Learning Environment? 101 Closing 111 Discussion Questions 111 References 112 Case Study: Brian 115 Case Study: Jack 116 CHAPTER 8 Speech and Language 117 Introduction 117 Learning Objectives 118 Communication Difference Versus Communication Disorder 118 Types of Hearing Loss 121 Classroom Acoustics 123 Sound Field Amplification Systems 124 Speech and Language 125 Language 132 General Classroom Strategies 146 Strategies for Students Who Have Difficulty Following Directions and Processing Information 146 Closing 147 Discussion Questions 147 Resources for Teachers: Communication Skills 147 References 148 Credits 153 Case Study: Koren 154 Case Study: Omar 155 CHAPTER 9 Literacy Development 157 Introduction 157 Learning Objectives 158 Literacy Defined 158 Principles of Effective Literacy Instruction to Support a Range of Diverse Learners 159 Reading as a Constructive Process 160 Sociolinguistics and a Classroom Culture That Promotes Sociocultural Learning 161 Shared Reading/Close Reading/Read Aloud 162 Text-Dependent Questions 163 XII Cognitive Reading Strategies 164 Modeling and Effective Literacy Instruction 166 Authentic Literary Tasks 166 Reading and Writing: A Reciprocal Process 167 Technology as a Meaningful Resource 171 Closing 172 Discussion Questions 173 References 173 Credits 175 Case Study: Derrick 175 CHAPTER 10 Classroom and Behavior Management 177 Introduction 177 Objectives 177 Behavior Characteristics That Interfere With Learning 178 The Teacher in the Classroom 179 Functional Behavior Assessment 181 Behavior Management Strategies 195 The Academic Program 202 Closing 204 Discussion Questions 204 References 205 Credits 208 Case Study: Sarah 209 CHAPTER 11 Universal Design for Learning 211 Introduction 211 Learning Objectives 212 What Is UDL? 212 Guiding Principle 1: Engagement 214 Guiding Principle 2: Representation 216 Guiding Principle 3: Action and Expression 218 Process 219 Technology 226 Closing 226 Discussion Questions 227 References 228 XIII Credits 228 Case Study: Andrew 229 Case Study: Leslie 231 PART III CHAPTER 12 English Language Learners 235 Introduction 235 Objectives 236 Terminology 236 Mandates 237 Mandated Instruction 238 Service Delivery Models 238 Issues 239 Stages of Language Acquisition 243 Specially Designed Academic Instruction in English (SDAIE) 244 Strategies and Methods 244 Sample Lesson Plan 249 Closing 251 Discussion Questions 251 References 252 Credits 254 Case Study: Edwin 254 CHAPTER 13 The Urban Student 255 Introduction 255 Objectives 255 Characteristics 256 Challenges 258 The Teacher 259 Home–School Connection 260 Curriculum 261 Literacy: Balanced and Systematic 262 Community Involvement and Citizenship 265 Behavior Management 266 Closing 267 Discussion Questions 267 XIV Credits 268 Case Study: Johnnie 269 Case Study: Nikos 270 CHAPTER 14 Transition and Life Skills Instruction 271 Introduction 271 Objectives 271 Mandates 272 Responsible Personnel for Transition 274 Career Readiness Standards: Why Are Standards Important? 278 What Are Life Skills and How Do We Teach Them? 279 Closing 285 Discussion Questions 285 References 286 Credits 288 Case Study: Colin 289 INDEX 291 XV Preface I am glad for the opportunity to share
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