TEACHING IN TODAY'S INCLUSIVE CLASSROOMS: A UNIVERSAL DESIGN FOR LEARNING APPROACH, 3rd Edition is a concise, accessible, and current text for the Introduction to Inclusive Teaching course. It is the only inclusion textbook available with a consistent, integrated emphasis on Universal Design for Learning (UDL)—an important, contemporary educational philosophy focused on using strategies and tools to help ALL students by accommodating their differences. Aligned with InTASC and CEC standards, this text also provides foundational information about children with disabilities who are included in today's classrooms, and the most effective strategies for teaching them alongside their typically developing peers. Featuring new material on Common Core State Standards, case studies, and sound research-based teaching and learning strategies, this hands-on text offers you a practical, flexible framework for effective instruction, classroom management, assessment, and collaboration in today's diverse classrooms.
Part I: FOUNDATIONS FOR EDUCATING ALL LEARNERS.
1. Teaching in Today's Inclusive Classrooms: Your Journey Begins.
2. Introducing Universal Design for Learning.
3. Policies, Practices, and Processes for Special Education and Inclusive Education.
4. Diversity in the Classroom: Learners with High-Incidence Disabilities.
5. Diversity in the Classroom: Learners with Low-Incidence Disabilities.
6. Learners with Gifts and Talents, Learners Who Are Culturally and Linguistically Diverse, and Other Learners at Risk.
Part II: PLANNING INSTRUCTION FOR ALL LEARNERS.
7. Collaboration and Cooperative Teaching: Tools for Teaching All Learners.
8. Designing Learning That Works for All Students.
9. Assessing and Evaluating Learner Progress.
10. Selecting Instructional Strategies for Teaching All Learners.
11. Selecting Behavioral Supports for All Learners.
Part III: IMPLEMENTING EFFECTIVE INSTRUCTIONAL PRACTICES FOR ALL LEARNERS.
12. Assistive Technologies and Innovative Learning Tools.
13. Creating Literacy-Rich Environments for All Learners.
14. Developing an Understanding of Mathematics in All Learners.
15. Teaching Critical Content in Science and Social Studies to All Learners.
Appendix A: InTASC Model Core Teaching Standards.
Appendix B: Council for Exceptional Children (CEC) Initial Level Special Educator. Preparation Standards.
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Richard M. Gargiulo
Richard M. Gargiulo is Professor Emeritus of special education in the department of curriculum and instruction at the University of Alabama at Birmingham. Prior to receiving his Ph.D. in educational psychology from the University of Wisconsin-Madison, he taught fourth graders and young children with intellectual disability in the Milwaukee Public Schools. Upon receiving his doctorate, he joined the faculty of Bowling Green State University in Bowling Green, Ohio, where he taught for over eight years. A teacher educator at UAB for more than three decades, Dr. Gargiulo is a frequent contributor to the professional literature and has authored or co-authored 100-plus publications, including 20 textbooks. In addition to serving as the first Fulbright Scholar in special education assigned to the former Czechoslovakia, he was twice elected as president of the Alabama Federation of the Council for Exceptional Children and is a former president of the CEC Division of International Special Education and Services as well as a past president of the CEC Division on Autism and Developmental Disabilities. Teaching, however, has always been Dr. Gargiulo's passion. In 1999 he received UAB's President's Award for Excellence in Teaching. In 2007 the Alabama Federation of the CEC honored him with the Jasper Harvey Award in recognition of being named the outstanding special education teacher educator in the state.
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Debbie Metcalf
Debbie Metcalf has worked in partnership with Pitt County Schools and East Carolina University in Greenville, North Carolina, as a special educator and intervention specialist for Pitt County Schools. She has served as teacher-in-residence in the department of curriculum and instruction at East Carolina University for over 20 years. Currently, she teaches methods courses and works in the classroom with undergraduate preservice teachers and graduate students seeking alternative teacher certification. Metcalf holds a Master of Arts in Education degree from San Diego State University and is certified in both general and special education, including assistive technology. She became a National Board Certified Teacher in 1997. In 2004, she received the Clarissa Hug Teacher of the Year Award from the International Council for Exceptional Children. She serves on the Council for Exceptional Children board of directors and is active in the Division of International Special Education and Services. For more than three decades, Metcalf has taught students of all ages in California, New Mexico, Hawaii, Michigan and North Carolina. She continues to mentor new teachers and has frequently led staff development sessions. Her primary research areas include access to the general curriculum for students with exceptionalities, collaborative teaching models, alternate assessment models for diverse learners, curriculum design and revision, service learning and international partnerships.
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New "UDL and Common Core State Standards" boxes have been added to the high- and low-incidence chapters to offer additional ways to consider UDL applications in lesson planning.
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A new "Tier Talk" feature has been added to Chapters 10, 11, 13, 14, and 15 to suggest strategies and interventions for application in multi-tiered systems of support (MTSS).
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Learning Outcomes listed at the beginning of each chapter are now aligned with major headings in the chapter, making it easy for students and instructors to find key content in the chapter and clearly understand expected outcomes.
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Updated throughout, this edition includes new content on bullying, deaf-blindness, and the Common Core State Standards. It also presents updated information on attention deficit hyperactivity disorder and autism spectrum disorders, including DSM-5 material.
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New "UDL and Common Core State Standards" boxes have been added to the high- and low-incidence chapters to offer additional ways to consider UDL applications in lesson planning.
-
A new "Tier Talk" feature has been added to Chapters 10, 11, 13, 14, and 15 to suggest strategies and interventions for application in multi-tiered systems of support (MTSS).
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Learning Outcomes listed at the beginning of each chapter are now aligned with major headings in the chapter, making it easy for you to find key content and clearly understand expected outcomes.
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Updated throughout, this edition includes new content on bullying, deaf-blindness, and the Common Core State Standards. It also presents updated information on attention deficit hyperactivity disorder and autism spectrum disorders, including DSM-5 material.
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Key Terms now defined in the margins, facilitating your study and review.
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An emphasis on the Universal Design for Learning (UDL) approach illustrates how general education teachers can choose flexible instructional strategies, tools, activities, and evaluation methods that allow for student differences and remove the barriers from academic success.
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Each chapter is aligned with education standards from InTASC (Interstate New Teacher Assessment and Support Consortium) and the Council for Exceptional Children (CEC) Initial Level Special Educator Preparation Standards. In the third edition, the list of related standards to be addressed is provided at the beginning of each chapter.
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"UDL in the Classroom boxes" feature strategies, techniques, and tips that make K–12 instruction accessible to all students. Topics include alternative assessments; authentic, project-based learning; connecting with tablet computers and smartpens; and using VoiceThread in UDL classrooms.
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"Teaching All Learners" boxes provide current, practical teaching strategies and ideas that future teachers can use in their inclusive classrooms. Topics include elements of a meaningful IEP, orientation and mobility tips for the general educator, and collaborating with special educators to support students with challenging behavior.
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"Teacher Voices" includes practical ideas, suggestions, and instructional commentary provided by award-winning classroom teachers.
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Updated Web Resources allow students to connect with additional teaching resources online.
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A unique separate chapter on assistive technology (Ch. 12) allows readers to learn about current forms of technology that help teachers support a variety of students in their classrooms.
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An emphasis on the Universal Design for Learning (UDL) approach illustrates how general education teachers can choose flexible instructional strategies, tools, activities, and evaluation methods that allow for student differences and remove the barriers from academic success.
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"UDL in the Classroom" boxes in Parts II and III feature strategies, techniques, and tips that make K–12 instruction accessible to all students. Topics include alternative assessments; authentic, project-based learning; connecting with tablet computers and smartpens; and using VoiceThread in UDL classrooms.
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"Teaching All Learners" boxes provide current, practical teaching strategies and ideas that you can use in your future inclusive classrooms. Topics include elements of a meaningful IEP, orientation and mobility tips for the general educator, and collaborating with special educators to support students with challenging behavior.
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A unique separate chapter on assistive technology allows you to learn about current forms of technology that help teachers support a variety of students in their classrooms.
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