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.
Using Formal, Informal, and Alternative Student Assessment
Using Formal, Informal, and Alternative Student Assessment
The kids in our classroom are infinitely more significant than the subject were teaching them.
Strategy 23: When Grading Student Writing, Consider What the Student Is Able to Do Well Before Noting What Needs Improvement
What the Research Says
In a review of current research, Gregg and Mather (2002) noted that there are many factors that influence the perception that a student is not a proficient writer. They propose that by considering writing skills (spelling, syntax, vocabulary, etc.) as well as the task format (dictating, copying, timed writing, etc.), teachers will discover a student's writing strengths and will also notice areas that require support. They note that it is vital to remember that writing is integrally related to social interactions and dialogue. In other ...
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