Teaching Students With Learning Problems In The Inclusive Classroom

For the K-12 special education methods course for future teachers of students with learning problems. Knowing that no one approach to teaching is right for all children all of the time, this comprehensive, yet accessible, case-based text presents current "best practices," with the aim of helping prospective teachers learn to tailor instruction to the diverse needs and abilities of students with learning problems. The authors explore the entire inclusion movement and the theories of teaching and learning that inform it; discuss the nature of students with learning problems and the characteristics of effective teachers; and, describe a broad spectrum of proven instructional strategies for all curriculum areas. Finally, they examine the unique challenges and opportunities that transitions create for students with learning problems.

From the title of this text, Teaching Students with Learning Problems in the Inclusive Classroom, you could assume that the authors utilize their extensive teaching experience to demonstrate how students with learning problems can gain access to the general education curriculum. However, the authors give their readers much more than that. This accessible and comprehensive text presents "best practices"—tested instructional methods and strategies—designed to help preservice and practicing teachers differentiate instruction so that all students in diverse teaching and learning environments can succeed.

Features: Focus on Real-World Applications and Diversity

• Case-based. The cases at the beginning of each chapter and integrated throughout the text show a range of students of differing ages, abilities, and cultural and linguistic backgrounds.
• Instructional Methods-at-a-Glance. These tables fat the ends of the instruction chapters) summarize the methods described in each chapter with examples and suggestions an when to use them.
• Teacher Feature. A different teacher is featured in each chapter; discussions range from the teachers' own experiences in school to challenges they face in the classroom and how they create solutions.
• Diversity in Action. This narrative extends the experience of the featured teacher and describes haw these teachers encounter cultural and linguistic diversity in their classrooms and what they do in response to these changing issues.

Focus on Transitions

• Two separate chapters and content throughout the text on transitions. Chapters 14 and 15 are dedicated to the topic of transitions from high school to college, and from school to employment, community, and personal life.

Focus on Standards

• Standards Connection. Specific chapter content is connected to the 3NTASC and CEC standards throughout the text.