Inclusive Instruction for Students with Emotional and Behavioral Disorders

Pulling Back the Curtain

Häftad, Engelska, 2022

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Beskrivning

Inclusive Instruction forStudents with Emotional and Behavioral Disorders: Pulling Back the Curtain discusses the challenges of the increasingly common practice of educating students with disabilities in general education classrooms, citing that these challenges are often due to the fast pace of instruction, the emphasis on advanced concepts and skills that align with college and career-readiness standards, and the presence of poorly developed prerequisite skills that are necessary for traditional academic success. This book posits that these challenges are particularly salient to the education of students receiving special education services for emotional disturbance (ED), as students with ED have pervasive learning and behavioral difficulties that are often resistant to typical instruction and intervention. Contributors argue that despite increased awareness and application of inclusive mindsets, school and post-school outcomes for this student population continue to be a national concern in the United States. In this book, contributors provide recommendations for improving the manner in which schools serve this student population through inclusive measures, along with resources for administrators, teachers, and parents/guardians, that emphasize the provision of a free appropriate public education for students with ED. Scholars of education, disability studies, and psychology will find this book particularly useful.

Produktinformation

Utgivningsdatum:2022-05-11
Mått:154 x 230 x 14 mm
Vikt:354 g
Format:Häftad
Språk:Engelska
Antal sidor:222
Förlag:Bloomsbury Publishing Plc
ISBN:9781498596442

Utforska kategorier

Mer om författaren

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.

Recensioner i media

This text has a lot going for it. Each chapter is short (roughly 8–20 pages), to the point, and easily understandable, even for non-educators/parents. The editors have selected the best time-tested strategies for successfully including children with challenging behaviors into classrooms with their same-age peers. None of the strategies include detailed elaborations but do provide solid research on the effectiveness of the interventions, and that is a major advantage for this book. It points readers in the general direction of the plethora of similar ways to meet the academic, social, and behavioral needs of these youngsters. A recurring theme throughout the text is to use, but not overly rely on, estimations of children's "readiness" for acquiring more advanced skills to add to their repertoires. Another underlying theme is to make sure that educators fully understand that meeting the behavioral demands of children is only one aspect of their educational needs—academics are the one thing that children will need to become successful adult citizens and must never be overlooked. An important book for all educators in contemporary schools and one that meets a real need today. Highly recommended. Undergraduates, faculty, and professionals.

Innehållsförteckning

Chapter 1: IntroductionChapter 2: Free Appropriate Public Education: The Foundation of Special EducationChapter 3: Practices for Improving Academic Achievement: Lessons Learned and Limitations of Intervention ResearchChapter 4: Explicit Vocabulary Instruction in the Inclusive ClassroomChapter 5: Use of Graphic Organizers to Improve Academic Content AcquisitionChapter 6: Writing Instructional Strategies for Elementary Age Students with Emotional and Behavioral Disabilities, by Robai WerungaChapter 7: Inclusive Mathematics Practices for Students with Emotional Disturbance, by Jessica NelsonChapter 8: Differentiation of Instructions for Students with Emotional DisturbanceChapter 9: Using Technology to Support Inclusive Instruction for Students with Emotional DisturbanceChapter 10: Use of Daily Progress Reports and Behavioral Contracts to Support Inclusive EducationChapter 11: Function-based Thinking to Support Inclusive InstructionChapter 12: Trauma Informed Support: Considerations for Students with ED Who Have Experienced Trauma, by Felicity PostChapter 13: The False Promise of Learning Styles Based Instruction, by John William McKenna, Reesha Adamson, and Eliza BobekChapter 14: Progress Monitoring in the Inclusive ClassroomChapter 15: Collaboration in Inclusive Instruction for Students with EDChapter 16: Abandoning Readiness, by Maria Kolbe, Inclusion FacilitatorChapter 17: Closing CommentaryReferencesAbout the AuthorsAbout the Contributors