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Inclusive Instruction for Students with Emotional and Behavioral Disorders
Pulling Back the Curtain
Editors:
|
Publisher:
2020
Summary
Inclusive Instruction forStudents with Emotional and Behavioral Disorders: Pulling Back the Curtain discusses the challenges of the increasingly common practice of educating students with disabilities in general education classrooms, citing that these challenges are often due to the fast pace of instruction, the emphasis on advanced concepts and skills that align with college and career-readiness standards, and the presence of poorly developed prerequisite skills that are necessary for traditional academic success. This book posits that these challenges are particularly salient to the education of students receiving special education services for emotional disturbance (ED), as students with ED have pervasive learning and behavioral difficulties that are often resistant to typical instruction and intervention. Contributors argue that despite increased awareness and application of inclusive mindsets, school and post-school outcomes for this student population continue to be a national concern in the United States. In this book, contributors provide recommendations for improving the manner in which schools serve this student population through inclusive measures, along with resources for administrators, teachers, and parents/guardians, that emphasize the provision of a free appropriate public education for students with ED. Scholars of education, disability studies, and psychology will find this book particularly useful.
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Bibliographic data
Copyright year
2020
ISBN-Print
978-1-4985-9642-8
ISBN-Online
978-1-4985-9643-5
Publisher
Lexington, Lanham
Language
English
Pages
216
Product type
Edited Book
Table of contents
ChapterPages
Contents No access
Chapter 1 Introduction No access Pages 1 - 4
Chapter 2 Free Appropriate Public Education No access Pages 5 - 16
Chapter 3 Practices for Improving Academic Achievement No access Pages 17 - 30
Chapter 4 Explicit Vocabulary Instruction in the Inclusive Classroom No access Pages 31 - 40
Chapter 5 Use of Graphic Organizers to Improve Academic Content Acquisition No access Pages 41 - 48
Chapter 6 Writing Strategies for Elementary Age Students with Emotional Disturbance No access Pages 49 - 62
Chapter 7 Inclusive Mathematics Practices for Students with Emotional Disturbance No access Pages 63 - 72
Chapter 8 Differentiation of Instruction for Students with Emotional Disturbance No access Pages 73 - 82
Chapter 9 Using Technology to Support Inclusive Instruction No access Pages 83 - 92
Chapter 10 Daily Progress Reports and Behavioral Contracts to Support Inclusive Education No access Pages 93 - 108
Chapter 11 Function-Based Thinking to Support Inclusive Instruction No access Pages 109 - 116
Chapter 12 Trauma-Informed Support No access Pages 117 - 130
Chapter 13 False Promise of Learning Styles-Based Instruction No access Pages 131 - 138
Chapter 14 Progress Monitoring in the Inclusive Classroom No access Pages 139 - 150
Chapter 15 Collaboration in Inclusive Instruction No access Pages 151 - 166
Chapter 16 Abandoning Readiness No access Pages 167 - 180
Chapter 17 Closing Commentary No access Pages 181 - 184
