• Summary
  • Contents
  • Subject index

An awesome collection of very current best practice suggestions!

Jacqueline Thousand

Co-Author, A Guide to Co-Teaching

This is the way that flesh'n'blood teachers talk to each other.”

Millie Gore, Chair, Special Education Department

Midwestern State University

The greatest strengths of this book are its practicality and the fact that there is a tremendous need for it out there for teachers with no background in special education who are teaching students with special needs.”

J. David Smith

Author, In Search of Better Angels

Test-drive these research-based strategies in your inclusive classroom!

Bridging the gap between theory and practice, this book focuses on extending academic research to classroom practices that address the problems faced by teachers working with special needs students in inclusive classrooms.

Providing a convenient format that teachers, trainers, and administrators will find appealing, What Successful Teachers Do in Inclusive Classrooms packs 60 research-based strategies into one user-friendly guide that gives teachers the tools and confidence to engage their special needs learners. It masterfully deciphers the latest research and makes it accessible and applicable for day-to-day classroom practice.

Each one of the 60 teaching strategies covers:

A straightforward one-line action statement that encapsulates the “Strategy”; An easy-to-read synthesis of relevant educational, psychological, and sociological studies; Concrete and specific tactics for immediate application in the classroom; Pointers on how to identify and avoid potential pitfalls; Sources for further reading on the research/strategy outlined

This comprehensive guide outlines a full range of research-based methods that can be interwoven and tailored to create the best instructional plan for special learners, focusing on maximizing achievement in today's inclusive classroom.

Interacting with Students
Interacting with students

The secret of education lies in respecting the pupil

—Emerson
Strategy 1: Use a “Hypothesis and Frequent Reflection” Strategy When Working with Students Who Have Special Education Needs
What the Research Says

In an analysis of 19 expert special educators, Stough, Palmer, and Douglas (2003) determined that the success of these teachers and their students with special needs could be attributed to their unique approach and application of pedagogical knowledge. The central finding of this study was that each teacher was concerned about individual student performance.

These teachers had a minimum of five years' experience and were evaluated using a multifaceted approach (interviewing, videotaping, observation, stimulated recall, and field notes). The study was conducted in five schools ranging from urban to rural and elementary through high school levels. In addition, the special education needs of ...

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