Are you ready to make inclusion work in your classroom? Now in its second edition, this best-selling guide shows how teachers can help students of all abilities learn, collaborate, and achieve. With an interactive, teacher-friendly approach, this comprehensive handbook includes new information on national mandates affecting special education and a wealth of teaching strategies supported by the latest research. Developed for primary and secondary general education and special education teachers, this reference: describes how recent amendments to ADA and IDEIA are changing teaching practices; discusses accommodations, RTI, and different abilities; shows how to adapt teaching strategies, curriculum, and assessment to support inclusion and a learning environment that respects the abilities of all learners; provides numerous, classroom-ready examples of universal design for learning (UDL), understanding by design (UBD), IEPs, and other essential tools for inclusive instruction; guides readers in understanding and addressing a wide range of social, emotional, and behavioural issues; and, offers technology-driven classroom activities and resources to maximize student performance.
Table of Contents
List of Inclusive Activities and Worksheets for Teachers and Students Preface Acknowledgments About the Author 1. Examining the Research Base and legal Considerations in Special Education Along with the Reasons for Inclusion Disability Legislation Introduction: Why Do Inclusion Establishing Legislative Knowledge Disability Categories Under Individuals with Disabilities Education Act (IDEA) History of the Americans with Disabiltiies Act (ADA) Civil Rights for Students with Disabilities Under Section 504 Past, Present, and Future Concerns Cooperative Legislative Review Implications of Elementary and Secondary Education Act: ESEA Translating Research to Learning Strategies That Work Inclusion and the Student with Disabilities 2. Understanding the Often Complicated Special Education Terminology Beyond the Words Disability Introspection Being Treated Differently Merits of Individuality Disability Awareness Classroom Suggestions Different Choices Preparation for Successful Inclusion Focusing on Abilities 3. Establishing Successful Inclusive Classrooms Strategies That Work With All Learners Effective Ingredients Applying Diverse Strategies Strategic Curriculum Applications Establishing Prior Knowledge Scoring With Metacognition (Knowing What You Know) The Goal of Special Education Motivating and Personalizing Learning Choices Multiple Intelligences of Students Learning Analysis Concretizing Learning UbD: Understanding by Design UDL: Universal Design for Learning Learning Designs Kinesthetic Connections Sensory Approaches and Learning Modalities 4. Next, Writing and Applying the IEP (Individualized Education Program) Practical Guidelines for Using and Writing the IEP Appropriate Goals and Skills to Consider When Writing an IEP How to Track and Document IEPs Mock IEPs (It's Educationally Prudent!) 5. Introducing Social, Emotional, and Behavioral Issues Into the Curriculum Connecting Cognitive and Affective Skills Addressing Emotional Intelligences Behavioral Approaches for Educators Functional Behavioral Assessment (FBA) Transitional Services Ways to Teach Social Skills Classroom Climate 6. Reaching and Co-teaching Your Students Building Productive Relationships Collaborating as a Team Classroom Dynamics Inclusion Dilemmas More Lesson Concerns Teen Culture 7. Using the Three R's to Guide Instruction and Assessment 1st R: Reading 2nd R: ' Riting 3rd R: 'Rithmetic Completing the Basics Artful Education Science by Doing, Thinking, and Connecting to the World Valuing Phsical Education Interdisciplinary Approach: Educational Salads 8. Emphasizing Comprehension and Study Skills Learning More About Learning Developing Better Practices Teaching for More Understanding Organized Environments 9. Assessing, Testing, and Grading Your Students Purposeful Assessments User-Friendly Testing Formats Assessment Trends Teacher Tips Testing Changes 10. Working With Parents and Families of Students With Disabilities Valuing Parents and Families Parents, Families, and Teachers as Allies 11. Considering Technology in the Inclusive Classroom Benefits and Promising Futures Classroom/Community Implications and Resourcse 12. Reflecting as Classroom Practice Reviewing and Maintaining Skills Preteach, Teach, Reteach Summing Up the Learning Combining Elements Resource A: Disability Tables Resource B: Organization Resource C: Bibliography Resource D: Alphabetized Acronyms Index
Learn more about Toby Karten's PD offerings Toby J. Karten is an experienced educator who has been immersed in the field of special education for her entire career. As an accomplished author and researcher, she has presented successful staff development to local, national, and international audiences. Toby is affiliated with Drew and Monmouth University and is an adjunct professor and graduate instructor at the Regional Training Center, which is affiliated with Gratz College and The College of New Jersey. Being involved in the field of special education for the past three decades has afforded Ms. Karten an opportunity to help many children and adults from elementary through graduate levels around the world. She has been a resource teacher, staff developer, adult educator, and inclusion coach and consultant in New York and New Jersey schools and in many districts nationally and globally. In addition to her roles as an inclusion coach, student and family advocate, professional developer, mentor and resource teacher, Toby designed graduate courses titled From Challenge to Success; LD, ADHD, and the Spectrum and Skills and Strategies for Inclusion and disABILITY Awareness. She has trained instructors in three states to teach her courses. In addition, she has designed online courses for NaMaYa titled Collaborative Practices for Inclusive Classrooms and Interventions for Students with Dyslexia and Other Reading Differences. She has been recognized by both the Council for Exceptional Children and the New Jersey Department of Education as an exemplary educator, receiving two Teacher of the Year awards. She earned an undergraduate degree in special education from Brooklyn College, a master of science in special education from the College of Staten Island, a supervisory degree from Georgian Court University, and an honorary doctorate from Gratz College. Toby has authored several books and resources about inclusion practices and the CCSS, which are currently used for instruction on many college and university campuses and schools throughout the world. Ms. Karten is married, has a son, and a few dogs. She enjoys teaching, reading, writing, artwork, and most of all, learning. Toby believes that inclusion does not begin and end in the classroom, but is a philosophy that continues throughout life. Hence, inclusion is not only research-based, but life-based as well!