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What Successful Teachers Do in Inclusive Classrooms
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What Successful Teachers Do in Inclusive Classrooms
60 Research-Based Teaching Strategies That Help Special Learners Succeed

Edited by:


March 2013 | 152 pages | Corwin
`An awesome collection of very current best practice suggestions!' - Jacqueline Thousand, Co-Author, A Guide to Co-Teaching

`This is the way that flesh'n'blood teachers talk to each other' - Millie Gore, Chair, Special Education Program, Midwestern State University, Wichita Falls, TX

`The greatest strengths of this book are its practicality and the fact that there is a tremendous need for it out there for teachers with no background in special education who are teaching students with special needs' - J. David Smith, Author, In Search of Better Angels

Test-drive these research-based strategies in your inclusive classroom!

Bridging the gap between theory and practice, this book focuses on extending academic research to classroom practices that address the problems faced by teachers working with special needs students in inclusive classrooms.

Providing a convenient format that teachers, trainers, and administrators will find appealing, What Successful Teachers Do in Inclusive Classrooms packs 60 research-based strategies into one user-friendly guide that gives teachers the tools and confidence to engage their special needs learners. It masterfully deciphers the latest research and makes it accessible and applicable for day-to-day classroom practice.

Each one of the 60 teaching strategies covers:

- A straightforward one-line action statement

- An easy-to-read synthesis of relevant educational, psychological, and sociological studies

- Concrete and specific tactics for immediate application in the classroom

- Pointers on how to identify and avoid potential pitfalls

- Sources for further reading on the research/strategy outlined

This comprehensive guide outlines a full range of research-based methods that can be combined and tailored to create the best instructional plan for special learners, focusing on maximizing achievement in today's inclusive classroom.

Torrie Norton
Foreword
 
Preface
 
Acknowledgments
 
About the Authors
 
1. Interacting With Students
 
2. Organizing Lesson Plans for an Effective Learning Environment
 
3. Using Formal, Informal, and Alternative Student Assessment
 
4. Classroom Management and Discipline
 
5. Integrating Assistive Technology
 
6. Collaborating With Colleagues and Parents
 
Afterword
 
Index

“An awesome collection of very current best practice suggestions!”

Jacqueline Thousand
Coauthor, A Guide to Co-Teaching

“This is the way that flesh’n’blood teachers talk to each other.”

Millie Gore, Chair, Special Education Department
Midwestern State University

“The greatest strengths of this book are its practicality and the fact that there is a tremendous need for it out there for teachers with no background in special education who are teaching students with special needs.”

J. David Smith
Author, In Search of Better Angels

"This format is highly effective, and the book meets its intended goal of being a portable compenduim of applicable references. Its strength lies in its research base. Rather than providing personal opinions based on anecdotal evidence and case studies, the book discusses principles and techniques that appear to have at least some research support."

PsycCRITIQUES, July 2005
American Psychological Association
2005 Vol. 50, No. 28, Article 5

Sarah J. McNary

Sarah J. McNary is currently teaching a credit recov-ery program for the San Dieguito Union High School District in Southern California, where she is also the district’s consultant for special education working with the Beginning Teacher Support and Assessment (BTSA)/Induction program. She is a faculty member in the Masters of Education program for the University of Phoenix. Over the past 15 years she has taught SH, SDC, RSP, and general education classes at the ele-mentary, middle school, and high school levels. She is   a frequent presenter on a variety of aspects of special education and student support. She is innately curious and... More About Author

Neal A. Glasgow

Neal A. Glasgow's experience includes serving as a secondary school science and art teacher both in California and New York, as a university biotechnology teaching laboratory director and laboratory technician, and as an educational consultant and frequent speaker on many educational topics. He is the author or coauthor of ten books on educational topics: What Successful Schools Do to Involve Families: Fifty Research-Based Strategies for Teachers and Administrators (2008), What Successful Literacy Teachers Do: 70 Research-Based Strategies for Teachers, Reading Coaches, and Instructional Planners (2007), What Successful Teachers Do in... More About Author

Cathy D. Hicks

Cathy D. Hicks most recently directed the Beginning Teacher Support and Assessment (BTSA) program for the San Dieguito Union High School District in Southern California. She oversaw an induction program supporting beginning teachers. She served for ten years on the executive board of the California Association of School Health Educators (CASHE) and has been an adjunct faculty member at California State University at San Marcos. She is co-author of five books: What Successful Teachers Do: 91 Research-Based Strategies for New and Veteran Teachers (2003); What Successful Mentors Do: 81 Research- Based Strategies for New Teacher Induction,... More About Author

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ISBN: 9781412906296
$ 29.95

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