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.
John William McKenna is associate professor of moderate disabilities and an affiliate of the Center for Autism Research and Education (CARE) at the University of Massachusetts Lowell. Reesha Adamson is associate professor at Missouri State University.
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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