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Teaching in Today's Inclusive Classrooms: A Universal Design for Learning Approach 4th edition [Pehme köide]

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(Pitt County Schools, NC, and East Carolina University), (University of Alabama, Birmingham)
  • Formaat: Paperback / softback, 528 pages, kõrgus x laius x paksus: 25x215x274 mm, kaal: 1065 g
  • Ilmumisaeg: 10-Jan-2022
  • Kirjastus: Wadsworth Publishing Co Inc
  • ISBN-10: 0357625099
  • ISBN-13: 9780357625095
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Teaching in Today's Inclusive Classrooms: A Universal Design for Learning Approach 4th editionSuurem pilt
  • Formaat: Paperback / softback, 528 pages, kõrgus x laius x paksus: 25x215x274 mm, kaal: 1065 g
  • Ilmumisaeg: 10-Jan-2022
  • Kirjastus: Wadsworth Publishing Co Inc
  • ISBN-10: 0357625099
  • ISBN-13: 9780357625095
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9780357625095.html
Märksõnad:
Concise and accessible, Gargiulo/Metcalf's TEACHING IN TODAY'S INCLUSIVE CLASSROOMS: A UNIVERSAL DESIGN FOR LEARNING APPROACH, 4th edition, equips you with a practical, flexible framework for effective instruction, classroom management, assessment and collaboration in today's diverse classrooms. It is the first inclusion textbook with a consistent, integrated emphasis on UDL -- a key educational philosophy focused on using strategies and tools to help ALL students by accommodating their differences. Aligned with InTASC and CEC standards, this hands-on text delivers foundational information about children with disabilities included in today's classrooms as well as the most effective strategies for teaching them alongside their typically developing peers. Extensive coverage of Common Core State Standards is coupled with insightful case studies and sound research-based teaching and learning strategies.
Preface xviii
Part 1 Foundations for Educating All Learners
Chapter 1 Teaching in Today's Inclusive Classrooms: Your Journey Begins
1(2)
Teaching All Learners Communicating About Individuals with Disabilities
3(1)
Learners in Today's Classrooms
3(4)
Learners in Need of Special Services
4(2)
By the Numbers: A Quick Look
6(1)
Placement Options for Educating Students with Special Needs
7(3)
Educational Placements
7(1)
A Cascade of Service Delivery Options
8(1)
Inclusionary Practices and Thinking
9(1)
Teacher Voices The Importance of Inclusionary Classroom Practices
10(1)
Introducing Universal Design for Learning
10(1)
The Role of the Courts in Special Education
11(8)
Key Judicial Decisions
12(1)
Key Special Education Legislation
12(7)
Educational Reform for Students and Teachers
19(6)
No Child Left Behind Act of 2001
19(1)
Common Core State Standards
20(1)
Individuals with Disabilities Education Improvement Act of 2004
21(3)
Every Student Succeeds Act
24(1)
Teaching All Learners IDEA Highlights: 1975-2004
25(3)
Civil Rights Legislation
26(2)
Thematic Summary
28(1)
Making Connections for Inclusive Teaching
29(1)
Learning Activities
29(1)
Looking at the Standards
29(1)
Key Concepts and Terms
30(1)
Chapter 2 Introducing Universal Design for Learning
31(26)
The Concept of Universal Design
33(2)
Background in Architecture
33(1)
The Seven Principles of Universal Design
34(1)
Universal Design Applications in Society
34(1)
Implications for Today's Classrooms
35(1)
Teaching All Learners UDL Strategies for all Classrooms
35(1)
The Development of Universal Design for Learning
36(9)
Brain-Based Research: Recognition, Strategic, and Affective Systems
36(2)
Cognitive-Social Learning Theories
38(4)
Multiple Intelligences and Learning Preferences
42(1)
Implications for Teaching and Learning
42(3)
Three Essential Qualities of UDL: Representation, Action and Expression, and Engagement
45(5)
Multiple Means of Representation
45(2)
Multiple Means of Action and Expression
47(1)
Multiple Means of Engagement
48(2)
Teacher Voices Teachers Talk About UDL
50(1)
UDL and Differentiated Instruction
51(3)
The Benefits of Flexible Options
52(2)
UDL in the Classroom Feedback from the Field
54(1)
Thematic Summary
55(1)
Making Connections for Inclusive Teaching
55(1)
Learning Activities
55(1)
Looking at the Standards
56(1)
Key Concepts and Terms
56(1)
Chapter 3 Policies, Practices, and Processes for Special Education and Inclusive Education
57(22)
Identification and Assessment of Individual Differences
58(2)
Referral and Assessment for a Special Education
60(6)
Prereferral
60(4)
Referral
64(1)
Assessment
65(1)
Teaching All Learners Assessment Accommodations
66(2)
Instructional Programming and Appropriate Placement
67(1)
The Individualized Education Program
68(2)
Teaching All Learners Elements of a Meaningful IEP
70(1)
Teaching All Learners Suggested Individualized Education Program Meeting Agenda
71(1)
Related Services
71(1)
Section 504 Accommodation Plan
72(5)
Who Is Protected by Section 504?
73(1)
Providing a Free Appropriate Public Education
73(1)
Section 504 Eligibility Determination
73(1)
Accommodation Plans
74(3)
Thematic Summary
77(1)
Making Connections for Inclusive Teaching
77(1)
Learning Activities
77(1)
Looking at the Standards
77(1)
Key Concepts and Terms
78(1)
Chapter 4 Diversity in the Classroom: Learners with High Incidence Disabilities
79(38)
Learners with Intellectual Disability
82(4)
Defining Intellectual Disability
82(2)
Classification of Learners with Intellectual Disability
84(1)
How Many Learners Exhibit Intellectual Disability?
85(1)
Etiology of Intellectual Disability
86(1)
Selected Learning and Behavioral Characteristics of Learners with Intellectual Disability
86(1)
Learners with Learning Disabilities
86(5)
Defining Learning Disabilities
87(3)
How Many Learners Exhibit Learning Disabilities?
90(1)
Etiology of Learning Disabilities
90(1)
Selected Learning and Behavioral Characteristics of Learners with Learning Disabilities
91(1)
Learners with Speech and Language Impairments
91(4)
Defining Speech and Language
92(1)
Classifying Learners with Speech and Language Impairments: Speech Disorders
92(1)
Language Disorders
93(1)
How Many Learners Exhibit Speech and Language Impairments?
93(1)
Etiology of Speech and Language Impairments
94(1)
Selected Characteristics of Learners with Speech and Language Impairments
94(1)
UDL and Common Core Standards Incorporating UDL Essential Qualities and Common Core Standards: Speech and Language Impairments
95(1)
Learners with Emotional or Behavioral Disorders
96(5)
Defining Emotional or Behavioral Disorders
96(2)
Classifying Learners with Emotional or Behavioral Disorders
98(1)
How Many Learners Exhibit Emotional or Behavioral Disorders?
98(1)
Etiology of Emotional or Behavioral Disorders
99(2)
Selected Learning and Behavioral Characteristics of Learners with Emotional or Behavioral Disorders
101(1)
UDL and Common Core Standards Incorporating UDL Essential Qualities and Common Core Standards: Emotional or Behavioral Disorders
101(1)
Learners with Autism Spectrum Disorders
102(4)
Defining Autism Spectrum Disorders
102(3)
How Many Learners Exhibit Autism Spectrum Disorders?
105(1)
Etiology of Autism Spectrum Disorders
105(1)
Selected Learning and Behavioral Characteristics of Learners with Autism Spectrum Disorders
106(1)
Learners with Attention Deficit Hyperactivity Disorder
106(1)
UDL and Common Core Standards Incorporating UDL Essential Qualities and Common Core Standards: Autism Spectrum Disorders
107(4)
Defining Attention Deficit Hyperactivity Disorder
108(1)
How Many Learners Exhibit Attention Deficit Hyperactivity Disorder?
108(1)
Etiology of Attention Deficit Hyperactivity Disorder
109(1)
Selected Learning and Behavioral Characteristics of Learners with Attention Deficit Hyperactivity Disorder
110(1)
UDL and Common Core Standards Incorporating UDL Essential Qualities and Common Core Standards: Attention Deficit Hyperactivity Disorder
111(1)
Summary of Selected Learning and Behavioral Characteristics
112(1)
Today's Students Michael
113(1)
Today's Students Sam
114(1)
Thematic Summary
115(1)
Making Connections for Inclusive Teaching
115(1)
Learning Activities
115(1)
Looking at the Standards
116(1)
Key Concepts and Terms
116(1)
Chapter 5 Diversity in the Classroom: Students with Low Incidence Disabilities
117(29)
Learners with Hearing Impairments
118(6)
Defining Hearing Impairments
119(1)
Classification of Learners with Hearing Impairments
120(2)
How Many Learners Exhibit Hearing Impairments?
122(1)
Etiology of Hearing Impairments
122(1)
Selected Learning and Behavioral Characteristics of Learners with Hearing Impairments
123(1)
UDL and Common Core Standards Incorporating UDL Essential Qualities and Common Core Standards: Hearing Impairment
124(1)
Learners with Visual Impairments
125(4)
Defining Visual Impairments
125(1)
Classification of Learners with Visual Impairments
126(1)
How Many Learners Exhibit Visual Impairments?
127(1)
Etiology of Visual Impairments
127(1)
Selected Learning and Behavioral Characteristics of Learners with Visual Impairments
128(1)
UDL and Common Core Standards Incorporating UDL Essential Qualities and Common Core Standard: Visual Impairment
129(1)
Learners with Deaf--Blindness
130(1)
Defining Deaf--Blindness
130(1)
Teaching All Learners Orientation and Mobility Tips for General Educators
130(3)
How Many Learners Exhibit Deaf--Blindness?
131(1)
Etiology of Deaf--Blindness
131(1)
Selected Learning and Behavioral Characteristics of Learners with Deaf-Blindness
132(1)
Learners with Physical Disabilities, Health Disabilities, or Traumatic Brain Injury
133(2)
Defining Physical Disabilities, Health Disabilities, and Traumatic Brain Injury
134(1)
Conditions Associated with Physical and Health Disabilities
135(1)
Physical Disabilities
135(3)
Multiple Disabilities
137(1)
Traumatic Brain Injury
137(1)
Orthopedic Impairments
137(3)
Health Disabilities
138(1)
Other Health Impairments
138(1)
Teaching All Learners Steps for Teachers to Take When a Tonic-Clonic Seizure Occurs
139(3)
How Many Learners Exhibit Physical Disabilities, Health Disabilities, or Traumatic Brain Injury?
140(1)
Etiology of Physical Disabilities, Health Disabilities, and Traumatic Brain Injury
140(1)
Selected Learning and Behavioral Characteristics of Learners with Physical Disabilities, Health Disabilities, or Traumatic Brain Injury
140(1)
Students with Traumatic Brain Injury
141(1)
Teaching All Learners Recommended Classroom Adaptations for Students with Physical or Health Disabilities
142(1)
Teaching All Learners Instructional Recommendations for Students with Traumatic Brain Injury
143(1)
UDL and Common Core Standards Incorporating UDL Essential Qualities and Common Core Standards: Physical Disabilities
143(1)
Summary of Selected Learning and Behavioral Characteristics
144(1)
Thematic Summary
144(1)
Making Connections for Inclusive Teaching
144(1)
Learning Activities
144(1)
Looking at the Standards
145(1)
Key Concepts and Terms
145(1)
Chapter 6 Learners with Gifts and Talents, Learners Who Are Culturally and Linguistically Diverse, and Other Learners at Risk
146(20)
Learners with Gifts and Talents
147(3)
Defining Giftedness
148(1)
How Many Learners Exhibit Gifts and Talents?
148(1)
Etiology of Giftedness
149(1)
Selected Learning and Behavioral Characteristics of Learners with Gifts and Talents
149(1)
Learners Who Are Culturally and Linguistically Diverse
150(4)
Terminology of Cultural Differences
151(1)
Bilingual Education: Concepts and Characteristics
152(1)
Cultural and Linguistic Diversity and Special Education
153(1)
Teaching All Learners Instructional Options for Students Who Are Bilingual: Approach and Strategies
154(1)
Learners at Risk for Success in School
155(7)
Defining at Risk
155(1)
Family Poverty
156(1)
Homelessness
157(2)
Child Abuse and Neglect
159(3)
Summary of Selected Learning and Behavioral Characteristics
162(1)
Today's Students Maria
163(1)
Thematic Summary
163(1)
Making Connections for Inclusive Teaching
164(1)
Learning Activities
164(1)
Looking at the Standards
164(1)
Key Concepts and Terms
165(1)
Part 2 Planning Instruction for All learners
Chapter 7 Collaboration and Cooperative Teaching: Tools for Teaching All Learners
166(24)
Collaboration
167(2)
Collaboration Between General and Special Educators
168(1)
Collaborating with Paraprofessionals
169(4)
Collaborating with Parents/Families
171(2)
Teaching All Learners ft Takes a Village
173(3)
Teaching All Learners Recommendations for Building Culturally Competent Relationships
176(1)
Collaborative Consultation
176(3)
Teaming Models
179(1)
Multidisciplinary Teams
179(1)
Interdisciplinary Teams
179(1)
Transdisciplinary Teams
180(1)
Cooperative Teaching
180(7)
Cooperative Teaching Options
182(1)
Research Support
183(1)
Suggestions for Building Successful Cooperative Teaching Arrangements
184(2)
Teacher Voices One Teacher's View of Collaboration and Inclusion
186(1)
Thematic Summary
187(1)
Making Connections for Inclusive Teaching
188(1)
Learning Activities
188(1)
Looking at the Standards
188(1)
Key Concepts and Terms
189(1)
Chapter 8 Designing Learning That Works for All Students
190(36)
Four Components of Universally Designed Curriculum
192(14)
Goals
192(7)
Materials and Resources
199(2)
Methods
201(2)
Assessment
203(1)
The UDL Lesson Plan
204(2)
Designing Physical Learning Environments
206(3)
Physical Environment Considerations
207(1)
ACCESS to the Physical Learning Environment
207(2)
Teacher Voices Creating the Right Learning Environment
209(3)
Designing Social Learning Environments
212(5)
ACCESS to the Social Environment
212(5)
Teaching All Learners Creating Caring School Communities Using Social Skills Instruction
217(2)
Positive Behavioral Interventions and Supports and UDL
219(1)
Using Adaptations to Support Universally Designed Learning Environments
219(2)
Accommodations
220(1)
Modifications
220(1)
Collaboration in Planning Universally Designed Learning Environments
221(3)
Collaborative Planning and Teaching
222(1)
Collaborative Problem-Solving
223(1)
Thematic Summary
224(1)
Making Connections for Inclusive Teaching
224(1)
Learning Activities
224(1)
Looking at the Standards
225(1)
Key Concepts and Terms
225(1)
Chapter 9 Assessing and Evaluating Learner Progress
226(26)
Types and Purposes of Classroom Assessment
227(3)
Large-Scale Assessments
228(1)
Alternate Assessments
228(2)
Ongoing Assessment
230(1)
UDL in the Classroom Alternative Assessments
230(1)
Effective Classroom Assessment Approaches
231(7)
Approaches to Initial Assessment That Increase Learner Engagement
231(1)
Review of School Records
231(1)
Formal and Informal Assessments
231(1)
Inventories
232(4)
Working Collaboratively
236(1)
Interpreting Standardized Tests
237(1)
Interpreting Behavior Rating Scales
237(1)
Positive Behavior Interventions and Supports
238(1)
Planning and Organizing Assessments
238(2)
Planning for Ongoing Assessment
238(1)
Formative Assessments
238(1)
Summative Assessments
239(1)
Informative Assessments
239(1)
Organizational Systems for Assessments
240(1)
Recording Assessments
240(2)
Curriculum-Based Measurement
240(1)
Data-Based Individualization
240(2)
Rubrics
242(1)
Applying Universal Design for Learning Principles
242(8)
High-Tech and Low-Tech Materials
243(1)
Computerized Assessments and Electronic Device Applications
243(1)
Multiple Means of Representation in Assessment
243(1)
Teacher Voices Multiple Means of Assessment
244(4)
Multiple Means of Engagement in Assessment
248(2)
Thematic Summary
250(1)
Making Connections for Inclusive Teaching
250(1)
Learning Activities
250(1)
Looking at the Standards
251(1)
Key Concepts and Terms
251(1)
Chapter 10 Selecting Instructional Strategies for Teaching All Learners
252(35)
Considering Stages of Learning in Strategy Selection
254(3)
Entry Level/Acquisition Stages
255(1)
Proficiency
255(1)
Maintenance
255(1)
Generalization
256(1)
Application
256(1)
Using Curricular Design Principles in Strategy Selection
257(4)
Begin with Big Ideas
257(1)
Activate Prior Knowledge
258(1)
Integrate Learning Goals
259(2)
UDL and Common Core Standards Authentic, Project-Based Learning
261(2)
Use Conspicuous Strategies
262(1)
Teacher Voices UDL Inspired Instructional Approaches
263(5)
Apply Mediated Scaffolding
266(2)
Teaching All Learners Using Task Analysis in Your Classroom
268(6)
Provide Purposeful and Cumulative Review
271(3)
Tier Talk Multi-Tiered Systems of Support at a Glance---Differentiation of General Strategy Selection
274(1)
Considering Specific Learning Domains in General Strategy Selection
275(8)
Cognitive/Generalization
275(1)
Giftedness
276(1)
Language/Speech
276(1)
Memory
277(1)
Study Skills, Organization, and Test-Taking
277(1)
Attention Disorders/Hyperactivity/Impulsivity
278(1)
Social/Emotional/Motivational Challenges
278(3)
Physical/Motor/Sensory Challenges
281(2)
Using Classroom Web Sites and Other Web Tools
283(1)
Thematic Summary
284(1)
Making Connections for Inclusive Teaching
284(1)
Learning Activities
285(1)
Looking at the Standards
285(1)
Key Concepts and Terms
286(1)
Chapter 11 Selecting Behavioral Supports for All Learners
287(32)
Establish Learning Goals: Big Ideas for Behavioral Support
288(1)
Teacher Expectations and Challenging Behaviors
289(1)
Students with Exceptionalities and Other Diverse Learners
289(4)
Multiple Meanings of Challenging Behavior
291(1)
Using Positive Behavior Interventions and Support
292(1)
Assessment of Behavior
293(1)
Teacher Voices Positive Behavior Intervention and Support
294(6)
Targeting the Behavior
294(1)
Tracking the Behavior
295(1)
Recording Behavior
295(4)
Analyzing Behavior
299(1)
Methods, Materials, and Resources that Promote Positive Behavior for All Learners
300(10)
Understanding Terminology
300(1)
Increasing Appropriate Behavior
301(2)
Decreasing Inappropriate Behavior
303(2)
Teaching New Behavior
305(4)
Maintenance and Generalization
309(1)
Peers and School Personnel
309(1)
UDL in the Classroom The MotivAider®
310(1)
Teaching All Learners Collaborating with Special Educators to Support Students with Challenging Behavior in Inclusive Classrooms
311(3)
Collaborating with Parents
311(2)
Culturally Diverse Families
313(1)
Summary---Putting It All Together
314(1)
Tier Talk Multi-Tiered Systems of Support at a Glance---Strategies and Interventions
315(1)
Thematic Summary
316(1)
Making Connections for Inclusive Teaching
316(1)
Learning Activities
317(1)
Looking at the Standards
317(1)
Key Concepts and Terms
318(1)
Part 3 Implementing Effective Instructional Practices for All Learners
Chapter 12 Assistive Technologies and Innovative Learning Tools
319(25)
Technology in the 21st Century Classroom
320(2)
History of Technology for People with Disabilities
322(1)
Definition of Assistive Technology
322(4)
Examples of Assistive Technology
323(3)
UDL in the Classroom Augmentative and Alternative Communication (AAC) Tools
326(3)
Assistive Technology: Key to Accessing the General Education Curriculum
329(3)
Accessible Educational Materials
330(1)
Learner Needs and Preferences
330(1)
Differentiated Instruction, Learning Menus, and Assistive Technology
331(1)
Teacher Voices One Classroom Teacher's Thoughts on Assistive Technology
332(1)
Function over Disability
332(1)
Obtaining Assistive Technology for the Classroom
332(1)
Whose Responsibility Is It?
333(1)
The AT Evaluation
333(1)
Selecting Assistive Technology: The SETT Framework
333(3)
Student
333(1)
Environment
333(1)
Task
334(1)
Tools
334(1)
Other Assistive Technology Planning Tools
335(1)
Active Learning Through Innovative Technology
336(2)
Social Software Tools
336(1)
Visual and Media Literacy Tools
337(1)
Teaching All Learners Interactive Whiteboard Tips
338(4)
Opportunities Through Technology
341(1)
Thematic Summary
342(1)
Making Connections for Inclusive Teaching
342(1)
Learning Activities
342(1)
Looking at the Standards
343(1)
Key Concepts and Terms
343(1)
Chapter 13 Creating Literacy-Rich Environments for All Learners
344(38)
Goals: Literacy Instruction Big Ideas
347(3)
Phonemic Awareness, Phonics, and Word Recognition
348(1)
Fluency with Text
349(1)
Vocabulary
349(1)
Teaching All Learners UDL and Differentiated Instruction
350(1)
Teacher Voices UDL Inspired Strategies for Literacy Instruction
351(1)
Comprehension
351(1)
Writing/Spelling/Handwriting
352(1)
Literacy Assessment
352(4)
Formal Assessments
352(1)
Reading and Writing Questionnaires
353(1)
Informal Assessments
354(2)
Ongoing Assessments
356(1)
Methods, Materials, and Resources That Promote Literacy for All Learners
356(11)
Fostering Phonemic Awareness, Phonics, and Word Recognition
356(1)
Increasing Fluency with Text
357(2)
Developing Vocabulary
359(3)
Building Comprehension
362(2)
Assisting with Writing/Spelling/Handwriting
364(3)
UDL in the Classroom Connecting with Tablet Computers and Smartpens
367(1)
UDL Applications for Reading in the Content Areas
368(4)
Modify the Reading Requirement
368(1)
Modify the Reading Level of the Text
369(2)
Adapt the Format of the Text/Print Material
371(1)
Adapt the Presentation of the Text
371(1)
Possible Barriers and Solutions to Literacy Achievement
372(2)
Vision
372(1)
Hearing
372(1)
Social/Emotional
373(1)
Attention Deficit Hyperactivity Disorder
373(1)
Motivation
373(1)
UDL Lesson Planning with Differentiated Instruction for Literacy
374(3)
Tier Talk Multi-Tiered Systems of Support at a Glance---Literacy Strategies/Interventions
377(2)
Fostering Literacy Collaboration
379(1)
Thematic Summary
380(1)
Making Connections for Inclusive Teaching
380(1)
Learning Activities
380(1)
Looking at the Standards
381(1)
Key Concepts and Terms
381(1)
Chapter 14 Developing an Understanding of Mathematics in All Learners
382(40)
Teacher Voices Math in an Inclusive Fourth Grade Classroom
384(1)
Establish Learning Goals: Big Ideas in Mathematics Instruction
385(4)
Problem-Solving
385(1)
Mathematic Communication
386(1)
Numbers and Operations
387(1)
Algebra
388(1)
Geometry and Spatial Sense
388(1)
Measurement
388(1)
Data Analysis and Probability
389(1)
Assessment of Mathematics
389(4)
Formal Assessment
390(1)
Informal Assessment
390(3)
Methods, Materials, and Resources That Promote Mathematics for All Learners
393(1)
Teaching All Learners Concrete-Representational-Abstract
394(14)
Problem-Solving
396(1)
Communication of Mathematic Ideas
397(4)
Numbers and Operations
401(4)
Algebra
405(3)
UDL in the Classroom Graphic Organizers for Mathematics
408(6)
Geometry and Spatial Sense
409(1)
Measurement
410(2)
Data Analysis and Probability
412(2)
Universal Design for Learning Lesson Planning with Differentiated Instruction for Mathematics
414(3)
Tier Talk Multi-Tiered Systems of Support at a Glance---Mathematics Strategies and Intervention
417(1)
Fostering Collaboration in Mathematics Instruction
418(2)
Thematic Summary
420(1)
Making Connections for Inclusive Teaching
420(1)
Learning Activities
420(1)
Looking at the Standards
421(1)
Key Concepts and Terms
421(1)
Chapter 15 Teaching Critical Content in Science and Social Studies to All Learners
422(37)
Challenges for Diverse Learners in Science and Social Studies
424(1)
Teacher Voices An Interdisciplinary Unit Planned with UDL Principles in Mind
425(1)
Learning Goals
426(5)
Big Ideas in Science
426(2)
Big Ideas in Social Studies
428(1)
Interdisciplinary Unit Planning
429(2)
Differentiating for Complexity
431(1)
Science and Social Studies Content Area Assessment
431(4)
Using Rubrics
432(1)
Applying UDL to Science and Social Studies Assessments
433(2)
Methods, Tools, Materials, and Resources for Science and Social Studies Instruction
435(13)
Multiple Means of Representation
438(1)
Working with Vocabulary and Readability
439(3)
Multiple Means of Action and Expression
442(4)
Multiple Means of Engagement
446(2)
UDL in the Classroom Using Voice Thread in UDL Classrooms
448(1)
Academic, Social, and Physical Adaptations
449(1)
The Academic and Social Environment
449(1)
The Physical Environment
449(1)
Teaching All Learners Teaching in the Science Content Area
450(2)
UDL Lesson Planning with Differentiated Instruction for the Content Areas
452(2)
Collaboration in Science and Social Studies Instruction
454(1)
Co-teaching
454(1)
Building Community Support
455(1)
Tier Talk Multi-Tiered Systems of Support at a Glance---Differentiation of Science/Social Studies
455(2)
Thematic Summary
457(1)
Making Connections for Inclusive Teaching
457(1)
Learning Activities
457(1)
Looking at the Standards
458(1)
Key Concepts and Terms
458(1)
Appendix A InTASC Model Core Teaching Standards 459(1)
Appendix B Council for Exceptional Children: Initial Level Special Education Preparation Standards 460(2)
Glossary 462(10)
References 472(19)
Index 491
Richard M. Gargiulo is Professor Emeritus of special education in the department of curriculum and instruction at the University of Alabama at Birmingham. Prior to receiving his Ph.D. in educational psychology from the University of Wisconsin-Madison, he taught fourth graders and young children with intellectual disability in the Milwaukee Public Schools. Upon receiving his doctorate, he joined the faculty of Bowling Green State University in Bowling Green, Ohio, where he taught for over eight years. A teacher educator at UAB for more than three decades, Dr. Gargiulo is a frequent contributor to the professional literature and has authored or co-authored 100-plus publications, including 20 textbooks. In addition to serving as the first Fulbright Scholar in special education assigned to the former Czechoslovakia, he was twice elected as president of the Alabama Federation of the Council for Exceptional Children and is a former president of the CEC Division of International Special Education and Services as well as a past president of the CEC Division on Autism and Developmental Disabilities. Teaching, however, has always been Dr. Gargiulo's passion. In 1999 he received UAB's President's Award for Excellence in Teaching. In 2007 the Alabama Federation of the CEC honored him with the Jasper Harvey Award in recognition of being named the outstanding special education teacher educator in the state. Debbie Metcalf has worked in partnership with Pitt County Schools and East Carolina University in Greenville, North Carolina, as a special educator and intervention specialist for Pitt County Schools. She has served as teacher-in-residence in the department of curriculum and instruction at East Carolina University for over 20 years. Currently, she teaches methods courses and works in the classroom with undergraduate preservice teachers and graduate students seeking alternative teacher certification. Metcalf holds a Master of Arts in Education degree from San Diego State University and is certified in both general and special education, including assistive technology. She became a National Board Certified Teacher in 1997. In 2004, she received the Clarissa Hug Teacher of the Year Award from the International Council for Exceptional Children. She serves on the Council for Exceptional Children board of directors and is active in the Division of International Special Education and Services. For more than three decades, Metcalf has taught students of all ages in California, New Mexico, Hawaii, Michigan and North Carolina. She continues to mentor new teachers and has frequently led staff development sessions. Her primary research areas include access to the general curriculum for students with exceptionalities, collaborative teaching models, alternate assessment models for diverse learners, curriculum design and revision, service learning and international partnerships.