This brief Inclusion text presents highly practical and research-based strategies for promoting learning for all students in the classroom.  The book is presented in a two-tier process that includes taking a problem-solving approach to identify problems and a framework for selecting and employing research based strategies or interventions for the identified problem.  The text also provides universal interventions that can be used on an on-going basis in the classroom and across all ability and age levels.   These strategies require little or no resources.   This is the first in a series of eight texts to address teacher shortage and professional development issues.  Teachers with degrees are now seeking alternate areas of certification in this age of standards- based educational reform.  This text presents practical, research-based interventions to be used to provide access to the curriculum for students with special needs, as they will now also be required to take standardized tests.    Each chapter includes a Chapter-at-a-Glance illustration, Learner Objectives, Vignettes, Summary, and Resources and Suggested Readings.  Every chapter will also include information on diversity, technology, classroom collaboration, and standards-based education.  A matrix for the INTASC standards for Beginning Teachers and how it aligns with the chapters in the book is located on the inside cover. 

Table of Contents:
CHAPTER 1:  Setting the Stage:  The Big Pictures  THE CURRICULUM MAZE     Two Magic Words     Expanding the Process ESTABLISHING A COMMON VOCABULARY CHAPTER 2:  The Process:  Collaboration and Co-Teaching  LEGISLATION AT WORK     Section 504     The Education for all Handicapped Children     IDEA and NCLB EDUCATORS AND EXPANDING ROLES EFFECTIVE COLLABORATION     Effective Collaboration Tips for Special Educators, General Educators, and Administrators CO-TEACHING CHAPTER 3:  Systematic Assessment for Inclusion:  The SAALE Model  WHAT RESEARCH HAS TO SAY LOGICAL CONNECTIONS:  PUTTING WHAT YOU KNOW INTO THE SAALE MODEL     Where the SAALE Model Fits into the School Day THE INTERVENTION/TRANSITION CHECKLIST SAALE PROCESS AND UPCOMING CHAPTERS  CHAPTER 4:  Adapting the Learning Environment  SOCIOEMOTIONAL ADAPTATIONS FOR THE CLASSROOM TEACHER ATTITUDES     The Special Education Teacher's Role in Preparing the General Education Teacher     Communication STUDENT ATTITUDES AND SELF-ESTEEM     Preparing for Inclusion ADAPTING THE BEHAVORIAL ENVIRONMENT     The Teacher Sets the Tone     Providing Class Structure     Managing Students ADAPTING THE PHYSICAL ENVIRONMENT     Grouping for Instruction     Classroom Design CHAPTER 5:  Adapting Lesson Plans  THE PROCESS OF LESSON PLANNING AND STANDARDS     Standards     Collaboration in Lesson Planning     Components of a Lesson Plan LESSON PLANNING AND THE GUIDING PRINCIPLES INTEGRATION OF BEST PRACTICE INTO LESSONS DEVELOPING A STANDARDS-BASED LESSON PLAN CHAPTER 6:  Adapting Teaching Techniques HOW STUDENTS LEARN     Learning and Cognitive Styles     Conditions Affecting Learning Styles ADAPTING TEACHING TECHNIQUES     Teaching Modes CHAPTER 7:  Adapting the Format of Content ORGANIZING CONTENT     Directions     Worksheet Modifications     The Note-Taking Process     Study Guides     General Study Tips for Secondary Students ADAPTING THE PRESENTATION OF CONTENT ADAPTING ASSIGNMENTS     Tips for Assignments     Assignment Assumptions     Types of Assignments CHAPTER 8:  Adapting Assessment, Evaulation and Grading STANDARDS     Assessment and Laws TESTING TYPES     Standards and High Stakes State Tests     Major District Standardized Tests     Classroom-Embedded Assessment GRADING STUDENTS IN INCLUSIVE SETTINGS GRADING AND ASSESSMENT     Alternative Methods of Grading     Marking or Grading Tests     Providing Feedback to Students and Parents References Glossary Index