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.

Integrating Assistive Technology

Integrating assistive technology

Everyone makes mistakes. It's what you do afterward that counts.


Strategy 44: Ensure Familiarity with Available Assistive Technology Devices That May Be Appropriate and Beneficial for Students

What the Research Says

Bryant and Erin (1998) reviewed teacher preparation programs looking specifically for courses in assistive technology. As rapid advances are made in the field of technology, people with disabilities are making strides in accomplishing tasks that they would not have been able to accomplish before. Federal law requires that the IEP team consider the individual needs of the student specifically with regard to assistive technology. Whether the student would benefit from a low-tech device like a pencil holder or a high-tech, voice-activated word processor, the team needs to consider the available options.

A problem arises when parents and teachers are unaware of the ...

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