Teaching Special Students in General Education Classrooms

Book Description
As the practice of inclusion expands, the challenges for teachers increase. Here is everything a future teacher needs to know in order to work effectively and sensitively within increasingly diverse elementary and secondary classrooms. The authors explain how to identify children with learning problems and describe numerous tools for general education classes that will help children with disabilities, gifted and talented pupils, students who are at-risk, and culturally or linguistically diverse students improve their academic performance, better manage their behavior, and achieve greater social acceptance. Coverage includes current governmental regulations, the increasing diversity in America's classrooms, specific populations and the types of school problems they most often encounter, as well as techniques for tackling specific problems. For teaching professionals in the field of Special Education.

From the Back Cover
Teaching Special Students in General Education Classrooms, Sixth Edition, is about two things: special students and teaching. It is designed to prepare the professional educator to effectively teach the range of students found in the typical elementary or secondary classroom. It provides information about four groups of students with special needs: students with disabilities, gifted and talented learners, culturally and linguistically diverse individuals, and students at risk for school failure. In addition, it presents practical strategies for adapting standard instruction to meet the learning needs of all students in general education classrooms. The sixth edition has been thoroughly updated with the addition of several new topics and expanded coverage of others. Included are discussions of important areas such as: Current law regulations including the Regulations for PL 105-17, the Individuals with Disabilities Education Act (IDEA) Amendments Strategies for making test accommodations for students with disabilities Functional analysis of students' behavioral problems Special services for students with Attention Deficit Hyperactivity Disorder (ADHD) Classroom adaptations for students with autism, ADHD, traumatic brain injury, and severe disabilities New Web and assistive technology resources for general educators

About the Author
Dr. Rena B. Lewis earned her Ph.D. at the University of Arizona, with a major in special education and minors in psychology and systems engineering. She began her work in special education as a teacher of children with mental retardation, although the majority of her experience has been with students with learning disabilities. She is currently a member of the faculty at San Diego State University in the Department of Special Education. A frequent contributor to the professional literature, Dr. Lewis is interested in instructional adaptations for students with special needs, classroom assessment techniques, and applications of technology for individuals with disabilities. In addition to this book, she is author of Special Education Technology: Classroom Applications and co-author with Dr. James A. McLoughlin of Assessing Special Students (5th ed.). She was honored with an award by the International Reading Association for her report on research implications for teaching reading to students with learning disabilities. Since the early 1980s, Dr. Lewis has coordinated the technology area of San Diego State's program for the preparation of special education teachers. Her current research interests center around the use of computers and other technologies to improve the literary skills of students with disabilities. Most recently, she was principal investigator of a research project investigating the effectiveness of hypermedia-based children's literature programs in improving the reading skills of students with learning disabilities. She has also investigated the usefulness of word processing tools such as word prediction for enhancing writing skills. Dr. Donald H. Doorlag is now Professor Emeritus of Special Education. While with the Department of Special Education at San Diego State University, he coordinated a certificate program for teachers working with students with serious emotional disturbances. He also coordinated a program combining training in general and special education in which graduates earn teaching credentials in both areas simultaneously. After receiving an undergraduate degree in secondary education, Dr. Doorlag worked throughout most of the 1960s as a teacher of students with emotional and behavioral disorders. He completed his doctorate at Michigan State University with major concentrations in the areas of emotional disturbance and special education administration and a minor in educational research. He joined the faculty at San Diego State University in 1970 where he chaired the Department of Special Education for a number of years. He has also been very active at local, regional, and state levels in contributing to the development and improvement of programs related to the training of special education teachers and the delivery of services to students with disabilities. Dr. Doorlag's most recent publications and research interests and activities have focused on examining factors relating to the recruitment, retention, and training of special education teachers. In addition, he has worked with state agencies and professional organizations regarding the provision of educational programs for students with emotional and behavioral disorders and incarcerated youth with disabilities.

Excerpt. © Reprinted by permission. All rights reserved.
This book is about two things: students with special needs and teaching. It is designed to prepare the professional educator to effectively teach the range of students found in the typical elementary or secondary classroom. It provides information about four groups of students with special needs: students with disabilities, gifted and talented learners, culturally and linguistically diverse individuals, and students at risk for school failure. In addition, it presents practical strategies for adapting standard instruction to meet the learning needs of all students in general education classrooms. THE SIXTH EDITION The sixth edition has been thoroughly updated with the addition of several new topics and expanded coverage of others. Included are discussions of important areas such as these: Current laws and regulations including the regulations for PL 105-17, the Individuals with Disabilities Education Act (IDEA) Amendments; New federal reform directions such as "No Child Left Behind;" Changes in the nature and diversity of the U.S. population according to the 2000 Census; Current information about the inclusion of students with disabilities in regular schools and general education classrooms; Strategies for making test accommodations for students with disabilities; Functional analysis of students' behavioral problems; Special services for students with attention deficit hyperactivity disorder (ADHD); Classroom adaptations for students with autism, ADHD, traumatic brain injury, and severe disabilities; and New web and assistive technology resources for general educators. The sixth edition reflects current research in the fields of special and general education (more than 150 new references have been added), and there is information on the newest technologies available for use with special students in general education classrooms. Several of the "Spotlight on Technology" sections now feature software and assistive devices recommended for students with special needs. In addition, the "Window on the Web" feature introduces readers to websites that offer valuable information about special education, general education, or the teaching-learning process. ORGANIZATION AND CONTENT In organizing this book, we have attempted to maintain a noncategorical approach to instruction while acknowledging the differential impact of student characteristics on school performance. To accomplish this, the first eight chapters of the book (and the Epilogue) address the needs of all special students and their teachers. The chapters dealing with instructional methods (chapters 9 to 17), in contrast, are tied to specific populations of students and the types of school problems they most often encounter. However, the instructional strategies discussed in these chapters are relevant for any student with the same difficulties. For example, because students with learning disabilities are characterized by the problems they experience with mastering basic skills, the chapter focusing on this group includes techniques for teaching reading, written language, and mathematics skills. These techniques can and should be used with other students facing similar skill acquisition problems. The 17 chapters of this book are divided into four major sections. The first part, "Introduction," identifies the purposes of inclusion, provides a rationale for a team approach to the solution of educational problems, and describes the major instructional needs of special students. The second part, "Skills for the General Education Teacher;" addresses the needs of the educator. Strategies are provided for achieving four basic instructional goals: adapting instruction, managing classroom behavior, promoting social acceptance, and coordinating the classroom learning environment. Also, information is provided on the effective use of computers and other technologies in the general education classroom. In the third part, "Methods for Teaching Students with Disabilities in General Education," teaching strategies are suggested for a variety of different types of special students. These include students with learning disabilities, mild retardation, behavioral disorders, communication disorders, physical and health impairments, and visual and hearing impairments. This part also discusses interventions for individuals with four other types of disabilities: students with ADHD (chapter 9), severe disabilities (chapter 10), autism (chapter 12), and traumatic brain injuries (chapter 13). The fourth part, "Methods for Teaching Students with Other Special Needs in General Education," recommends instructional techniques for three other groups of students: gifted and talented individuals, culturally and linguistically diverse students, and students at risk for school failure. A brief Epilogue, "Inclusion Today . . . and Tomorrow," ends the book. It examines past mistakes, current practices, and some of the promising approaches that will give new direction to the inclusion of students with special needs in school and society. SPECIAL FEATURES Throughout this book are several types of special features. The "Inclusion Tips for the Teacher" sections answer some of the questions teachers most often ask about inclusion. "For Your Information" boxes highlight important facts, and "Spotlight on Technology" sections provide information about the use of new technologies with students with special needs. "Window on the Web" features describe sites on the World Wide Web of interest to teachers of students with special needs. Special terms are highlighted in the text in bold print as they appear; each is defined in the glossary at the end of the book. Each chapter ends with "Things to Remember," a brief summary of the major points of the chapter. Also included at the end of each chapter are activities, which extend the information presented in the chapter by providing opportunities for school observations, interviews with practicing professionals, perusal of the special and general education literature, and exploration of the World Wide Web. INFORMATION FOR INSTRUCTORS Although the chapters in this book are designed to be read in the order in which they appear, some instructors find other sequences more beneficial to their students. For example, some instructors prefer to proceed from Part I of the book directly to Parts III and IV, leaving the chapters on skills for teachers until after students have gained information on the special needs of various populations. The sixth edition has an enhanced instructor support package, including a Companion Website (for both instructors and students), Study Guide (designed for student use), an Instructor's Manual, a computer-based test bank, and a video to accompany the text. The Study Guide, supplemental to the text, provides students with information and activities to extend their learning; it is organized by chapter and provides students with frequent opportunities to check their understanding of major concepts presented in the text. The Instructor's Manual, also organized by chapter, contains objectives, terminology, a detailed outline, objective test questions (also found in the computer-based test bank), and a set of questions appropriate for class discussions, essay assignments, and essay examinations. The computer-based test bank, available for Macintosh and Windows computers, includes a multitude of objective test questions (multiple choice, true-false, and completion). The video, entitled Regular Lives, illustrates examples or models for parents, teachers, employers, and others in the community interested in the obstacles of and the strategies and goals for mainstreaming and inclusion.


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As the practice of inclusion expands, the challenges for teachers increase. Here is everything a future teacher needs to know in order to work effectively and sensitively within increasingly diverse elementary and secondary classrooms. The authors explain how to identify children with learning problems and describe numerous tools for general education classes that will help children with disabilities, gifted and talented pupils, students who are at-risk, and culturally or linguistically diverse students improve their academic performance, better manage their behavior, and achieve greater social acceptance.Coverage includes current governmental regulations, the increasing diversity in America's classrooms, specific populations and the types of school problems they most often encounter, as well as techniques for tackling specific problems.For teaching professionals in the field of Special Education.


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