Teaching Content to All: Evidence-Based Inclusive Practices in Middle and Secondary Schools

Lenz, B. Keith; Deshler, Donald D.; Kissam, With Brenda R.

ISBN 10: 0205392245 / ISBN 13: 9780205392247

Published by Pearson, 2003

About this Item

Seller Inventory # BSM.1675K

Bibliographic Details

• Title: Teaching Content to All: Evidence-Based Inclusive Practices in Middle and Secondary Schools
• Publisher: Pearson
• Publication Date: 2003
• Language: English
• ISBN 10: 0205392245
• ISBN 13: 9780205392247
• Binding: Soft cover
• Condition: very_good

About this title

Synopsis

Teaching Content to All includes what every secondary teacher needs to know about instructing students with different learning needs. It helps secondary teachers understand academic diversity among students and then plan for and implement instruction that reaches all students. The text addresses the unique challenges faced by secondary educators committed to inclusion and to meeting standards for all students. Teaching Content to All explains research-based teaching techniques and strategies based on understanding instructional goals rather than simply implementing isolated teaching tools. Examples are heavily oriented toward the content areas, and the planning and teaching routines it presents are easily adaptable across the curriculum by both general and special educators. The material can be adapted for the elementary grades.

From the Back Cover

Modifications and adaptations you can use.
Teaching Content to All includes what every secondary teacher needs to know about instructing students with different learning needs. From understanding academic diversity among students to the planning for and implementation of instruction that reaches all students, Teaching Content to All provides a wealth of examples for the secondary teacher.

• Includes explicit and practical methods for curriculum course, unit, and lesson planning, and detailed, research-based teaching routines.
• Addresses academic diversity in secondary schools.
• Includes a unique chapter focused on establishing effective communications between students and teachers, and a new chapter on Linking to Other Professionals.
• A full chapter on effective learning strategies provides explicit ways to help students learn how to learn.
• Vignettes of real classroom practice provide concrete ideas about how specific teaching problems and issues are addressed by the content of the chapter.