Differentiating Instruction in Inclusive Classrooms: The Special Educator's Guide
This methods text is a practical, user-friendly guide for the prospective or practicing special education teacher that offers specific suggestions for how to promote student learning in inclusive settings at both elementary and secondary levels for students with high incidence disabilities.Special Features:Research-to-practice boxesin every chapter provide snapshots of important studies related to topics and issues in inclusive educationLiteracy developmentis covered in great depth and is the focus of five chaptersOne chapter is devoted toformal and informal classroom-based assessmentCoversspecial education methodologyfromelementary to secondary grades, which reflects the grade-span of the majority of special education teacher education programsAfocus on high incidence disabilities, covering learning disabilities, mild mental retardation and emotional disordersFilled withreal-life descriptions of evidence-based practices, each chapter includesvignettesthat bring the realities of the inclusive classroom aliveStrong emphasis on general education-special educationcollaborationReviewer Buzz:“...This is an outstanding text on inclusive educational strategies presenting the most current, research-based practices in meeting the needs of diverse learners in inclusive classrooms.”Professor Stephanie Kurtts, University of North Carolina at GreensboroMeet the Authors:Diane Haageris a professor at California State University, Los Angeles, focusing on methods for teaching students with high incidence disabilities. A former special educator and reading specialist, her research interests include effective reading instruction for English language learners and students with learning disabilities.Janette Klingneris Associate Professor at the University of Colorado, Boulder. She was a bilingual special education teacher for ten years before earning a Ph.D. in Reading and Learning Disabilities from the University of Miami. Research foci include outcomes for students with disabilities in inclusive classrooms and professional development in evidence-based practices.