This book is essential reading for stakeholders invested in inclusive instruction for students with emotional disturbance (ED). Research and policy-based recommendations are provided, as are resources for school-based practitioners and parents/guardians alike.
This book is essential reading for stakeholders invested in inclusive instruction for students with emotional disturbance (ED). Research and policy-based recommendations are provided, as are resources for school-based practitioners and parents/guardians alike.
Edited by John William McKenna and Reesha Adamson - Contributions by Reesha Adamson; Eliza Bobek; Maria Kolbe; John William McKenna; Jessica Nelson; Felicity Post and Robai Werunga
Inhaltsangabe
Chapter 1: Introduction Chapter 2: Free Appropriate Public Education: The Foundation of Special Education Chapter 3: Practices for Improving Academic Achievement: Lessons Learned and Limitations of Intervention Research Chapter 4: Explicit Vocabulary Instruction in the Inclusive Classroom Chapter 5: Use of Graphic Organizers to Improve Academic Content Acquisition Chapter 6: Writing Instructional Strategies for Elementary Age Students with Emotional and Behavioral Disabilities, by Robai Werunga Chapter 7: Inclusive Mathematics Practices for Students with Emotional Disturbance, by Jessica Nelson Chapter 8: Differentiation of Instructions for Students with Emotional Disturbance Chapter 9: Using Technology to Support Inclusive Instruction for Students with Emotional Disturbance Chapter 10: Use of Daily Progress Reports and Behavioral Contracts to Support Inclusive Education Chapter 11: Function-based Thinking to Support Inclusive Instruction Chapter 12: Trauma Informed Support: Considerations for Students with ED Who Have Experienced Trauma, by Felicity Post Chapter 13: The False Promise of Learning Styles Based Instruction, by John William McKenna, Reesha Adamson, and Eliza Bobek Chapter 14: Progress Monitoring in the Inclusive Classroom Chapter 15: Collaboration in Inclusive Instruction for Students with ED Chapter 16: Abandoning Readiness, by Maria Kolbe, Inclusion Facilitator Chapter 17: Closing Commentary References About the Authors About the Contributors
Chapter 1: Introduction Chapter 2: Free Appropriate Public Education: The Foundation of Special Education Chapter 3: Practices for Improving Academic Achievement: Lessons Learned and Limitations of Intervention Research Chapter 4: Explicit Vocabulary Instruction in the Inclusive Classroom Chapter 5: Use of Graphic Organizers to Improve Academic Content Acquisition Chapter 6: Writing Instructional Strategies for Elementary Age Students with Emotional and Behavioral Disabilities, by Robai Werunga Chapter 7: Inclusive Mathematics Practices for Students with Emotional Disturbance, by Jessica Nelson Chapter 8: Differentiation of Instructions for Students with Emotional Disturbance Chapter 9: Using Technology to Support Inclusive Instruction for Students with Emotional Disturbance Chapter 10: Use of Daily Progress Reports and Behavioral Contracts to Support Inclusive Education Chapter 11: Function-based Thinking to Support Inclusive Instruction Chapter 12: Trauma Informed Support: Considerations for Students with ED Who Have Experienced Trauma, by Felicity Post Chapter 13: The False Promise of Learning Styles Based Instruction, by John William McKenna, Reesha Adamson, and Eliza Bobek Chapter 14: Progress Monitoring in the Inclusive Classroom Chapter 15: Collaboration in Inclusive Instruction for Students with ED Chapter 16: Abandoning Readiness, by Maria Kolbe, Inclusion Facilitator Chapter 17: Closing Commentary References About the Authors About the Contributors
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