NOTE: Used books, rentals, and purchases made outside of Pearson If purchasing or renting from companies other than Pearson, the access codes for the MyLab™ Education with Enhanced Pearson eText may not be included, may be incorrect, or may be previously redeemed. Check with the seller before completing your purchase. For courses in Inclusion or Introduction to Special Education. Research-based classroom and content strategies for the inclusive classroom. The Inclusive Classroom: Strategies for Effective Differentiated Instruction, Sixth Edition captures the best of inclusion practices. Using a non-categorical approach, Mastropieri and Scruggs explain the fundamentals of inclusive teaching, the most effective general teaching practices, and ways to differentiate instruction for specific content areas. Targeted teaching strategies show ways to improve all students' memory, attention, motivation, study skills, and peer interaction. Research Highlights features validate strategies and demonstrate why particular techniques are best practice. Filled with classroom-ready tips and checklists, this revision includes an expanded chapter on Response to Intervention (RTI) and Multi-Tiered Systems of Support (MTSS), more coverage of the Common Core State Standards (CCSS) and Universal Design for Learning (UDL), and the latest strategies relating to academic success. Personalize learning with MyLab Education MyLab Education is an online homework, tutorial, and assessment program designed to work with the text to engage students and improve results. Within its structured environment, students see key concepts demonstrated through real classroom video footage, practice what they learn, test their understanding, and receive feedback to guide their learning and ensure they master key learning outcomes. 0134995716 / 9780134995717 The Inclusive Classroom: Strategies for Effective Differentiated Instruction, MyLab Education with Enhanced Pearson eText, and Loose-Leaf Version -- Access Card Package Package consists of:   0134450434 / 9780134450438 The Inclusive Classroom: Strategies for Effective Differentiated Instruction --  MyLab Education Access Card        0134895029 / 9780134895024 The Inclusive Classroom: Strategies for Effective Differentiated Instruction

Table of Contents:
PART 1 THE FUNDAMENTALS Introduction to Inclusive Teaching 3 Collaboration: Partnerships and Procedures 25 Teaching Students with Higher-Incidence Disabilities 53 Teaching Students with Autism and Lower-Incidence Disabilities 79 Teaching Students with Other Special Learning Needs 105 PART 2 DEVELOPING EFFECTIVE TEACHING SKILLS Effective Differentiated Instruction for All Students 125 Response to Intervention and Multi-Tiered Systems of Support 153 Improving Motivation and Social Behavior 175 Promoting Inclusion with Classroom Peers 207 Improving Attention and Memory 229 Teaching Study Skills 255 Assessment 279 PART 3 TEACHING IN THE CONTENT AREAS Literacy 307 Mathematics 343 Science, Social Studies, and Transitions 375 PART 1 THE FUNDAMENTALS CHAPTER 1: Introduction to Inclusive Teaching 3 LEARNING OUTCOMES 3 What Are the Educational Rights for Individuals with Disabilities? 5 The Least Restrictive Environment 6    Where Are Students with Disabilities Served? 6   Mainstreaming and Inclusion, 6   Who Is Served Under IDEA? 7   Other Instances of Classroom Diversity, 9 Legal Foundations 9   Legal Proceedings and Legislation, 9   Section 504, 10   Americans with Disabilities Act, 11   Individuals with Disabilities Education Act (IDEA), 12   No Child Left Behind Act (NCLB) of 2001 and Every Student Succeeds Act (ESSA) of 2015, 14 Models of Service Delivery 16   The Continuum of Services, 16   Where Are Most Students with Disabilities Served? 17   What Are General Education Classroom and Consultation Services? 17   What Are Resource and Self-Contained Services? 18   Special Schools      and Special Facilities, 18   What Other Related Services Are Available? 19   Full Inclusion, 19   What Does This Debate Mean for Teachers? 20   Teacher Attitudes, 21 SUMMARY 23    CHAPTER 2: Collaboration: Partnerships and Procedures 25  LEARNING OUTCOMES 25 Collaboration to Meet Students’ Needs 27      Shared Goals, 27 Effective Communication 27      Strategies for Communicating Effectively, 27 Collaboration and Communication for Intervention 30      General Education Prereferral Request, 30   The Intervention Process, 32 Collaboration for Referrals and Placements 34 Collaboration as Partnerships  43      Consultation Between Special and General Educators, 43   Co-Teaching, 43   Strategies for Collaborating with Paraprofessionals, 45   Strategies for Collaborating Effectively with Parents and Families,  46 SUMMARY 49 INCLUSION CHECKLIST 50 CHAPTER 3: Teaching Students with Higher-Incidence Disabilities 53 LEARNING OUTCOMES 53 Speech or Language Impairments 54   Prevalence, Definitions, and Characteristics of Speech or Language Impairments, 54   Causes of Speech or Language Impairments,  54   Identification and Assessment of Speech   or Language Impairments, 55   Strategies for Making Adaptations for Students with Speech or Language Impairments, 55 Learning Disabilities 57   Prevalence and Definitions of Learning Disabilities, 57   Causes of Learning Disabilities, 58   Issues in Identification and Assessment of Learning Disabilities, 58   Characteristics of Learning Disabilities, 59   Strategies for Making Classroom Adaptations for Students with Learning Disabilities, 60 Intellectual Disabilities  62   Prevalence and Definitions of Intellectual Disabilities, 62   Causes of Intellectual Disabilities, 64   Issues in Identification and Assessment of Intellectual Disabilities, 64   Characteristics of Intellectual Disabilities, 64 Strategies for Making Classroom Adaptations for Students with Intellectual Disabilities, 66 Emotional Disturbance 68   Prevalence and Definitions of Emotional Disturbance, 68   Causes of Emotional Disturbance, 68   Issues in Identification and Assessment of Emotional Disturbance, 68   Characteristics of Emotional Disturbance, 69 Strategies for Making Classroom Adaptations for Students with Emotional Disturbance, 69 Attention Deficit Hyperactivity Disorder (ADHD) 72   Definitions, Prevalence, and Characteristics of ADHD, 72   Causes of ADHD, 73   Issues in Identification and Assessment of ADHD, 73   Strategies for Making Classroom Adaptations for Students with Attention Deficit Hyperactivity Disorder, 74 SUMMARY 76 INCLUSION CHECKLIST 77   CHAPTER 4: Teaching Students with Autism and Lower-Incidence Disabilities 79  LEARNING OUTCOMES 79 Autism 79   Prevalence, Definitions, and Characteristics of Autism, 79   Strategies for Making Classroom Adaptations for Students with Autism, 80 Physical Disabilities and Other Health Impairments 83   Prevalence, Definitions, and Characteristics of Physical Disabilities and Other Health Impairments, 83   Physical and Health-Related Disabilities, 84   Strategies for Making Classroom Adaptations for Students with Physical Disabilities and Other Health Impairments, 88 Severe and Multiple Disabilities 92   Prevalence, Definitions, and Characteristics of Severe and Multiple Disabilities, 92   Strategies for Making Classroom Adaptations for Students      with Severe and Multiple Disabilities, 93 Visual Impairments 97   Prevalence, Definitions, and Characteristics of Visual Impairments, 97   Strategies for Making Classroom Adaptations for Students with Visual Impairments, 98 Hearing Impairments Including Deafness  99   Prevalence, Definitions, and Characteristics of Hearing Impairments, 99   Educational Programming, 100   Strategies for Making Classroom Adaptations for Students with Hearing Impairments, 101 SUMMARY 102 INCLUSION CHECKLIST 103   CHAPTER 5: Teaching Students with Other Special Learning Needs 105 LEARNING OUTCOMES 105 Gifted, Creative, and Talented 105      Definitions, Prevalence, and Characteristics of Gifted, Creative, and Talented, 105   Issues in Identification and Assessment of Gifted, Creative, and Talented, 107   Strategies for Making Adaptations for Students Who Are Gifted, Creative, and Talented,    107 Students Who Are Culturally and Linguistically Diverse 108   Prevalence, Definitions, and Characteristics of Culturally and Linguistically Diverse Students, 108   Issues in Identification and Assessment of Culturally and Linguistically Diverse Students, 112   Strategies for Making Adaptations for Students from Culturally and Linguistically Diverse Backgrounds,  113 Students at Risk 116   Definitions, Prevalence, and Characteristics of Students at Risk, 116   Coordinating Instruction with Compensatory Education Programs, 120   Strategies for Making Adaptations for Students at Risk, 120 SUMMARY 121 INCLUSION CHECKLIST 122 PART 2 : DEVELOPING EFFECTIVE TEACHING SKILLS CHAPTER 6: Effective Differentiated Instruction for All Students 125 LEARNING OUTCOMES 125 What Is Differentiated Instruction? 125 Promoting Effective Differentiated Instruction: The PASS Variables 127 P: Prioritize Instruction 127   Strategies for Planning for Content Coverage, 127 A: Adapt Instructional Methods, Instructional Materials, or the Learning Environment  129   Strategies for Making Adaptations, 130 S: Systematically Teach with the SCREAM Variables   136   Strategies for Implementing the SCREAM Variables, 136   Strategies for Maximizing On-Task Behavior, 141   Strategies for Maximizing Time for Learning, 144 S: Systematically Evaluate the Outcomes of Your Instruction 146   Strategies for Promoting Systematic Evaluation of Instruction,  147 Putting the PASS Variables to Work: Including Model Lesson Components in Instruction 149 SUMMARY 150 INCLUSION CHECKLIST 151    CHAPTER 7: Response to Intervention and Multi-Tiered Systems of Support 153 LEARNING OUTCOMES 153 What Is RTI? 154 Schoolwide Screening, Progress Monitoring, and Data-Based Decision Making 155   Strategies for Administering Schoolwide Screening, 155   Strategies for Progress Monitoring and Data-Based Decision Making, 156 Tier 1: Effective Instruction in General Education  163   Features of Tier 1 Instruction,  163   Strategies for Implementation of Tier 1 Instruction, 164 Tier 2: Intervention to Remediate 164   Features of Tier 2 Instruction, 165   Strategies for Implementation of Tier 2 Instruction, 165   Considerations in Implementation of Tier 2 Instruction, 167 Tier 3: Individualized, Intensive Instruction 167   Strategies for Implementation of Tier 3 Instruction, 168 Fidelity of Implementation 168   Strategies for Determining Fidelity of Implementation, 169   Strategies for Implementing RTI at The Secondary Level, 170 Challenges with Implementing RTI  171 SUMMARY 172 INCLUSION CHECKLIST 173   CHAPTER 8: Improving Motivation and Social Behavior 175 LEARNING OUTCOMES 175 Setting the Stage for Academic Success 175   Strategies for Improving Motivation and Affect, 176 Improving Classroom Behavior and Social Skills  184   Managing Classroom Behavior, 184   Strategies for Observing and Recording Classroom Behavior, 184   Strategies for Using Effective Classroom Management Methods, 187   Strategies for Less-Intensive Classroom Management Methods, 187   Strategies for More Formal Classroom Management Methods, 189   Strategies for Handling Classroom Confrontations, 195   Strategies for Implementing Schoolwide Discipline Systems, 196   Strategies for Confronting Bullying, 198 Teaching Social Skills  200   Strategies for Social Skills Training, 201 SUMMARY 203 INCLUSION CHECKLIST 204   CHAPTER 9: Promoting Inclusion with Classroom Peers  207 LEARNING OUTCOMES 207 Peer-Supported Social Acceptance 207   Strategies for Promoting Social Acceptance, 207 Peer Assistance 208   Strategies for Enlisting Peer Assistance, 209 Peer Tutoring 211   Benefits of Peer Tutoring,  214   Strategies for Implementing a Tutoring Program,  215   Strategies for Promoting Learning with Classwide Peer Tutoring, 215 Cooperative Learning 219   Strategies for Implementing Cooperative Learning, 219   Advantages and Challenges of Cooperative Learning, 224 SUMMARY 226 INCLUSION CHECKLIST 227   CHAPTER 10: Improving Attention and Memory 229  LEARNING OUTCOMES 229 Attention 229   Attention and Students with Special Needs, 229   Strategies for Improving Attention, 230   Strategies for Addressing Extreme Cases of Attention Deficits, 234 Memory 236   Strategies for Improving Memory, 236   Strategies for Improving Memory with Mnemonic Techniques, 242 SUMMARY 252 INCLUSION CHECKLIST 253   CHAPTER 11: Teaching Study Skills  255 LEARNING OUTCOMES 255 Tools for Developing Independent Learners 256   Strategies for Developing Personal Organizational Skills, 256   Strategies for Promoting Listening Skills, 263   Strategies for Teaching Note-      Taking Skills, 267 Research and Reference Skills 271    Strategies for Teaching Library Skills, 272   Strategies for Preparing Reports and Projects, 274 SUMMARY 276 INCLUSION CHECKLIST 277 CHAPTER 12: Assessment  279 LEARNING OUTCOMES 279 Types of Tests  279   Performance Assessments and Portfolio Assessments, 280 Adapting Tests for Students with Special Needs 282   Strategies for Administering Norm-Referenced Tests, 282   Strategies for Adapting Competency-Based Local and Statewide Assessment, 284        Strategies for Adapting Teacher-Made and Criterion-Referenced Tests, 286   Strategies for Using Curriculum-Based Measurement, 289   Strategies for Using Performance Assessment, 290   Strategies for Using Portfolio Assessment, 291 Teach Test-Taking Skills  295   Strategies for Teaching Test-Taking Skills,  295 Grading 300   Strategies for Adapting Report Card Grading, 300 SUMMARY 302 INCLUSION CHECKLIST 303   PART 3: TEACHING IN THE CONTENT AREAS  CHAPTER 13: Literacy 307    LEARNING OUTCOMES 307 Approaches to Reading 308   Strategies for Implementing Approaches to Reading, 308 Common Core State Standards in Reading 311 Teaching Reading Skills 312   Strategies for Promoting Word Identification, 312   Strategies for Promoting Reading Fluency, 316 Reading Comprehension 318   Strategies for Teaching Reading Comprehension, 318   Strategies for Implementing Multi-Tiered Reading Instruction with RTI, 326 Written Expression 327   Strategies for Improving Handwriting, 327   Strategies for Teaching Spelling, 329   Strategies for Teaching Written Communication, 332 SUMMARY 338 INCLUSION CHECKLIST 339 CHAPTER 14: Mathematics 343 LEARNING OUTCOMES 343 Mathematics Education 343 Mathematics and Students with Disabilities 344 Teaching Math in Inclusive Settings 345   Strategies for Teaching Beginning Math, 346   Strategies for Teaching Addition and Subtraction, 347   Strategies for Teaching Multiplication and Division, 355   Strategies for Teaching Problem Solving, 361   Strategies for Teaching About Money and Time, 363   Strategies for Teaching Fractions and Decimals, 364   Strategies for Teaching Area and Volume Concepts, 366   Strategies for Teaching Algebra, 367   Strategies for Teaching Functional Math, 371 SUMMARY 372 INCLUSION CHECKLIST 373   CHAPTER 15: Science, Social Studies, and Transitions 375 LEARNING OUTCOMES 375 Adapting Textbook-Oriented Approaches in Science and Social Studies 376   Common Core State Standards Relevant to Science and Social Studies, 376   Strategies for Effective Teaching in Science and Social Studies,      377   Strategies for Promoting Independent Learning from Textbooks, 379   Strategies for Adapting Textbook Materials, 385 Adapting Activities-Oriented Approaches in Science and Social Studies 391   Strategies for Adapting Science Activities, 391   Strategies for Adapting Life Science Activities, 394   Strategies for Adapting Earth Science      Activities, 395   Strategies for Adapting Physical Science Activities, 396   Strategies for Adapting Social Studies Activities, 397 Inquiry Learning in Science and Social Studies  400   Strategies for Adapting Inquiry Learning Activities, 400 Transitions 402   Planning for Transition, 402   Strategies for Promoting Transitions, 403   Strategies for Transitioning for the Future, 407 SUMMARY 409 INCLUSION CHECKLIST 410   REFERENCES  412 NAME INDEX 445 SUBJECT INDEX 450