Inclusive Instruction for Students with Emotional and Behavioral Disorders

Pulling Back the Curtain
Herausgeber: Adamson, Reesha; McKenna, John William

• Gebundenes Buch

Produktbeschreibung

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.

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Produktdetails

• Verlag: Globe Pequot Publishing Group Inc/Bloomsbury
• Seitenzahl: 224
• Erscheinungstermin: 5. November 2020
• Englisch
• Abmessung: 235mm x 157mm x 17mm
• Gewicht: 484g
• ISBN-13: 9781498596428
• ISBN-10: 1498596428
• Artikelnr.: 59910962

Autorenporträt

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