Including Adolescents with Disabilities in General Education Classrooms, Paperback, 1 Edition by Smith, Tom E.

Paperback: 1 Edition
9780135014967
0135014964

Publication Date: 2011-08-08
Publisher: Pearson
Paperback : 368 pages
Edition: 1 Edition
Author: Smith, Tom E.
ISBN-10: 0135014964
ISBN-13: 9780135014967

Product Description Written by a best-selling author team, this book focuses on secondary inclusive classrooms and the instructional strategies that ensure the learning success of all middle and secondary students.   Focused on research-based strategies, Teaching Adolescents in Middle and Secondary Inclusive Classrooms, 1e, shows how to accommodate and modify instruction for secondary students with special needs. Organized in two parts, it explains the developmental differences, disabilities, and social skills deficits that can impact adolescents and then offers specific ways to improve instruction.   Learn more about strategies such as co-teaching, differentiated instruction, strategies instruction, and peer-assisted learning. Understand how to implement strategies specific to literacy, math, science, self-determination and social skills. Reflect on study questions, closing cases and activities that provide real-life, diversity-rich examples of strategies in action. From the Back Cover Focused on research-based strategies, Including Adolescents with Disabilities in General Education Classrooms, 1e, shows how to accommodate and modify instruction for secondary students with special needs. Organized in two parts, the book explains adolescent developmental differences,  disabilities, and social skills issues and then offers instructional strategies and content-specific techniques that ensure the learning success of all middle and secondary students.   Features ·        A focus on secondary inclusive classrooms pinpoints developmental differences, disabilities, social skills deficits and other problems that can impact students in middle and secondary schools.   ·        Inclusion strategies for general instruction provide specific ways to modify instruction for students with special needs and illustrate techniques such as co-teaching, differentiated instruction, strategies instruction, and peer-assisted learning.   ·        Inclusion strategies for content-area instruction provide provenstrategies for teaching specific content to students with disabilities, including literacy, math, science, self-determination, and social skills.   ·        A separate chapter on differentiated instruction explainsthe key concepts of content, process, product, affect, and learning environment and how to implement differentiation of instruction in middle and secondary classrooms.   ·        Study Questions open each chapter andserve as advanced organizers that introduce upcoming material.   ·        Case Studies and Activities at the end of each chapter provide real-life, diversity-rich examples that show how to implement different teaching methods.   ·        Web Resources appear in each chapter and provide content for advanced discussions. About the Author Dr. Tom Smith is currently Dean of the College of Education and Health Professions, University of Arkansas, and University Professor of Special Education.  Additionally, he has served as Executive Director of the Division on Autism and Developmental Disabilities of the Council for Exceptional Children for 20 years.  Dr. Smith has authored and co-authored 27 textbooks, including a recently published sixth edition of Teaching Students with Special Needs in Inclusive Settings, co-authored with Ed Polloway, Jim Patton, and Carol Dowdy and published by Pearson.   He has also published more than 40 articles in referenced journals, primarily focusing on students with mild disabilities and legal issues related to special education.    Dr. Barbara C. Gartin is 1982 graduate of the University of Georgia program in the Education of Exceptional Children and a University Professor of Special Education in the Department of Curriculum and Instruction at the University of Arkansas.  She has worked as a high school special education teacher in Georgia before joining the University of Arkansas faculty.  Dr. Barbara Gartin has published numerous articles on issues related