Includes bibliographical references and index.

Contents
Foreword by Torrie Norton
Preface
Acknowledgments
About the Authors
Chapter 1: Interacting with Students
1. Use a ?hypothesis and frequent reflection? strategy when working with students who have special education needs.
2. Prepare general education students with instructional strategies prior to forming cooperative groups.
3. Use creativity to design ways to academically support and challenge students with severe disabilities who are included in general education classrooms.
4. Re-evaluate homework: Is it working?
5. Help diverse learners reflect on their own academic successes and failures.
6. Become knowledgeable about youth culture to successfully engage students.
7. Remember students with special needs benefit most from one-on-one student contacts.
8. Explore any hidden stereotypes and perceptions they may have about their included students with learning disabilities.
9. Learn how to facilitate the social acceptance of students with special needs in general education classes.
10. Develop specific pedagogies, behavioral management techniques, and interventions to assist in your work with students with attention-deficit/hyperactivity disorder (ADHD).
11. Practice viewing learning disabilities through the cultural/ethnic eyes of the parents/families of the students.
Chapter 2: Organizing Lesson Plans for an Effective Learning Environment
12. Develop graphic summaries of student objectives to facilitate the planning for students with special needs.
13. Use a ?strategy? approach rather than ?drill and practice? when teaching math concepts.
14. Incorporate the nine principles of Universal Design for Learning when creating instructional plans.
15. Tap the strengths of students with Attention Deficit/Hyperactivity Disorder (ADHD) with effective instructional strategies.
16. Remember that less = more and streamline the content of your curriculum.
17. Encourage students to take advantage of out of school learning opportunities.
18. Implement Universal Design principles when teaching science.
19. Establish scaffolds to help students as they are learning complex skills and procedures.
20. Fight boredom by using classroom strategies that stimulate student interest.
21. Increase the effectiveness of homework as a learning tool for students with disabilities by using research tested strategies and accommodations.
22. Be aware of the common problems and changes in instructional strategies associated with a switch to block scheduling for all students.
Chapter 3: Using Formal, Informal, and Alternative Student Assessments
23. Consider what the student is able to do well before noting what needs improvement, when grading student writing.
24. Consider the bias and the social process of the Student Study Team when reviewing the recommendations of the team.
25. Don?t wait for formal testing to begin interventions for students with reading disabilities.
26. Take the time to consider all students when referring students for the Student Study Team or special education assessment, not just the students with obvious behavior issues.
27. Use alternative methods of feedback early in a course to communicate student progress.
28. Consider alternate assessment styles and instruments when teaching students with
learning issues.
29. Positive feedback heightens students? confidence.
30. Consider the data collection methods used and the natural decline of ability due to late transitions when evaluating student performance.
31. Consider alternative grading systems as an adaptable accommodation for diverse student populations in general education classrooms.
32. Ensure that the accommodations a student needs to benefit from instruction are the same accommodations that are used during assessment.
33. Use portfolios to collect evidence of student performance allow teachers to compare, contrast, and counteract narrowly defined test scores which may or may not accurately reflect a diverse learner?s ability.
34. Consider using a variety of assessments that accurately reflect the course objectives/standards.
35. Make sure either the expert who conducted the student?s assessment or another person who is trained to interpret the findings is present at the IEP meeting.
Chapter 4: Managing Classrooms, Student Behavior, and Discipline
36. Consider implementing a self-regulation model of behavior management when teaching a student diagnosed with ADHD.
37. Actively address negative behaviors in the classroom by considering all aspects of the environment created for students.
38. Consider using a reflective narrative model to facilitate behavior modification decisions.
39. Consider increasing the pace of instruction rather than reducing the pace when teaching students with special needs.
40. Use on-going evaluation techniques to enhance student learning.
41. Become a classroom manager before becoming a content specialist.
42. Use early literacy intervention strategies to facilitate appropriate student behavior.
43. Restrain a student using a seated position restraint rather than a face down to the floor restraint to reduce injury and negative psychological effects if a takedown is required.
Chapter 5 Integrating Assistive Technology
44. Ensure familiarity with available assistive technology devices that may be appropriate and beneficial for students.
45. Spend the time needed to train students with visual impairments to use a variety of computer applications.
46. Check periodically to ensure that assistive technology continues to be useful to students with disabilities.
47. Look for opportunities to increase students? communication and computer literacy skills through on-line assignments.
48. Teach students to set goals that focus on the process of learning technology.
49. Optimize the purchase and use of word processing spell checker programs to better serve the needs of students with learning disabilities.
50. Consider all aspects of technology as meeting the potential needs of important accommodations in schools for students with disabilities.
Chapter 6 Collaborating with Colleagues and Parents
51. Set a positive tone for parent conferences and IEP meetings by beginning with the student?s strengths.
52. Take the time to discuss everyday examples of teaming issues before they arise in the classroom.
53. Ensure that time is built into the workday to communicate with the paraeducator.
54. Take the time to meet parents where they are at to form meaningful parent school partnerships.
55. Consider consulting with the speech pathologist to create a multi-faceted approach to build student vocabulary to assist them in reading comprehension
56. Consider the level or stage parents are in regarding their child with a disability before recommending specific services and accommodations.
57. Spend the time it takes to ensure a positive team-teaching experience.
58. Consider how parents might be reacting to their child with a learning disability, and how that might affect the student in class.
59. Reduce the number of special education referrals by educating general education teachers about the referral process including what to look for and how to teach using a variety of approaches.
60. Consider co-teaching and collaboration to meet the needs of students with disabilities.
Afterword: Helping Special Learners Succeed in Inclusive Classrooms
Index