Teaching in Today’s Inclusive Classrooms: A Universal Design for Learning Approach, 4th Edition PDF by Richard M Gargiulo and Debbie Metcalf

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Teaching in Today’s Inclusive Classrooms: A Universal Design for Learning Approach, Fourth Edition

By Richard M. Gargiulo and Debbie Metcalf

Teaching in Today’s Inclusive Classrooms: A Universal Design for Learning Approach, Fourth Edition

Contents:

Preface xviii

Part 1 Foundations for Educating All Learners

Chapter 1

Teaching in Today’s Inclusive

Classrooms: Your Journey Begins 1

Teaching All Learners Communicating AboutIndividuals with Disabilities 3

Learners in Today’s Classrooms 3

Learners in Need of Special Services 4

By the Numbers: A Quick Look 6

Placement Options for Educating

Students with Special Needs 7

Educational Placements 7

A Cascade of Service Delivery Options 8

Inclusionary Practices and Thinking 9

Teacher Voices The Importance of Inclusionary Classroom Practices 10

Introducing Universal Design for Learning 10

The Role of the Courts in Special Education 11

Key Judicial Decisions 12

Key Special Education Legislation 12

Educational Reform for Students and Teachers 19

No Child Left Behind Act of 2001 19

Common Core State Standards 20

Individuals with Disabilities Education Improvement Act of 2004 21

Every Student Succeeds Act 24

Teaching All Learners IDEA Highlights: 1975–2004 25

Civil Rights Legislation 26

Thematic Summary 28

Making Connections for Inclusive Teaching 29

Learning Activities 29

Looking at the Standards 29

Key Concepts and Terms 30

Chapter 2

Introducing Universal Design for Learning 31

The Concept of Universal Design 33

Background in Architecture 33

The Seven Principles of Universal Design 34

Universal Design Applications in Society 34

Implications for Today’s Classrooms 35

Teaching All Learners UDL Strategies for all Classrooms 35

The Development of Universal Design for Learning 36

Brain-Based Research: Recognition, Strategic, and Affective Systems 36

Cognitive-Social Learning Theories 38

Multiple Intelligences and Learning Preferences 42

Implications for Teaching and Learning 42

Three Essential Qualities of UDL: Representation, Action and Expression, and Engagement 45

Multiple Means of Representation 45

Multiple Means of Action and Expression 47

Multiple Means of Engagement 48

Teacher Voices Teachers Talk About UDL 50

UDL and Differentiated Instruction 51

The Benefits of Flexible Options 52

UDL in the Classroom Feedback from the Field 54

Thematic Summary 55

Making Connections for Inclusive Teaching 55

Learning Activities 55

Looking at the Standards 56

Key Concepts and Terms 56

Chapter 3

Policies, Practices, and Processes for Special Education and Inclusive Education 57

Identification and Assessment of Individual Differences 58

Referral and Assessment for a Special Education 60

Prereferral 60

Referral 64

Assessment 65

Teaching All Learners Assessment Accommodations 66

Instructional Programming and Appropriate Placement 67

The Individualized Education Program 68

Teaching All Learners Elements of a Meaningful IEP 70

Teaching All Learners Suggested Individualized Education Program Meeting Agenda 71

Related Services 71

Section 504 Accommodation Plan 72

Who Is Protected by Section 504? 73

Providing a Free Appropriate Public Education 73

Section 504 Eligibility Determination 73

Accommodation Plans 74

Thematic Summary 77

Making Connections for Inclusive Teaching 77

Learning Activities 77

Looking at the Standards 77

Key Concepts and Terms 78

Chapter 4

Diversity in the Classroom: Learners with High Incidence Disabilities 79

Learners with Intellectual Disability 82

Defining Intellectual Disability 82

Classification of Learners with Intellectual Disability 84

How Many Learners Exhibit Intellectual Disability? 85

Etiology of Intellectual Disability 86

Selected Learning and Behavioral Characteristics of Learners with Intellectual Disability 86

Learners with Learning Disabilities 86

Defining Learning Disabilities 87

How Many Learners Exhibit Learning Disabilities? 90

Etiology of Learning Disabilities 90

Selected Learning and Behavioral Characteristics of

Learners with Learning Disabilities 91

Learners with Speech and Language Impairments 91

Defining Speech and Language 92

Classifying Learners with Speech and Language Impairments: Speech Disorders 92

Language Disorders 93

How Many Learners Exhibit Speech and Language Impairments? 93

Etiology of Speech and Language Impairments 94

Selected Characteristics of Learners with Speech and Language Impairments 94

UDL and Common Core Standards Incorporating UDL

Essential Qualities and Common Core Standards: Speech and Language Impairments 95

Learners with Emotional or Behavioral Disorders 96

Defining Emotional or Behavioral Disorders 96

Classifying Learners with Emotional or Behavioral Disorders 98

How Many Learners Exhibit Emotional or Behavioral Disorders? 98

Etiology of Emotional or Behavioral Disorders 99

Selected Learning and Behavioral Characteristics

of Learners with Emotional or Behavioral Disorders 101

UDL and Common Core Standards Incorporating

UDL Essential Qualities and Common Core Standards: Emotional or Behavioral Disorders 101

Learners with Autism Spectrum Disorders 102

Defining Autism Spectrum Disorders 102

How Many Learners Exhibit Autism Spectrum Disorders? 105

Etiology of Autism Spectrum Disorders 105

Selected Learning and Behavioral Characteristics of

Learners with Autism Spectrum Disorders 106

Learners with Attention Deficit Hyperactivity Disorder 106

UDL and Common Core Standards Incorporating UDL

Essential Qualities and Common Core Standards: Autism Spectrum Disorders 107

Defining Attention Deficit Hyperactivity Disorder 108

How Many Learners Exhibit Attention Deficit

Hyperactivity Disorder? 108

Etiology of Attention Deficit Hyperactivity Disorder 109

Selected Learning and Behavioral Characteristics

of Learners with Attention Deficit Hyperactivity Disorder 110

UDL and Common Core Standards Incorporating UDL

Essential Qualities and Common Core Standards: Attention Deficit Hyperactivity Disorder 111

Summary of Selected Learning and Behavioral Characteristics 112

Today’s Students Michael 113

Today’s Students Sam 114

Thematic Summary 115

Making Connections for Inclusive Teaching 115

Learning Activities 115

Looking at the Standards 116

Key Concepts and Terms 116

Chapter 5

Diversity in the Classroom: Students

with Low Incidence Disabilities 117

Learners with Hearing Impairments 118

Defining Hearing Impairments 119

Classification of Learners with Hearing Impairments 120

How Many Learners Exhibit Hearing Impairments? 122

Etiology of Hearing Impairments 122

Selected Learning and Behavioral Characteristics of

Learners with Hearing Impairments 123

UDL and Common Core Standards Incorporating UDL

Essential Qualities and Common Core Standards: Hearing Impairment 124

Learners with Visual Impairments 125

Defining Visual Impairments 125

Classification of Learners with Visual Impairments 126

How Many Learners Exhibit Visual Impairments? 127

Etiology of Visual Impairments 127

Selected Learning and Behavioral Characteristics of

Learners with Visual Impairments 128

UDL and Common Core Standards Incorporating UDL

Essential Qualities and Common Core Standard: Visual Impairment 129

Learners with Deaf–Blindness 130

Defining Deaf–Blindness 130

Teaching All Learners Orientation and Mobility Tips for General Educators 130

How Many Learners Exhibit Deaf–Blindness? 131

Etiology of Deaf–Blindness 131

Selected Learning and Behavioral Characteristics of

Learners with Deaf–Blindness 132

Learners with Physical Disabilities, Health Disabilities, or Traumatic Brain Injury 133

Defining Physical Disabilities, Health Disabilities, and Traumatic Brain Injury 134

Conditions Associated with Physical and Health Disabilities 135

Physical Disabilities 135

Multiple Disabilities 137

Traumatic Brain Injury 137

Orthopedic Impairments 135

Health Disabilities 138

Other Health Impairments 138

Teaching All Learners Steps for Teachers to Take When a Tonic-Clonic Seizure Occurs 139

How Many Learners Exhibit Physical Disabilities,

Health Disabilities, or Traumatic Brain Injury? 140

Etiology of Physical Disabilities, Health

Disabilities, and Traumatic Brain Injury 140

Selected Learning and Behavioral Characteristics of Learners with Physical

Disabilities, Health Disabilities, or Traumatic Brain Injury 140

Students with Traumatic Brain Injury 141

Teaching All Learners Recommended Classroom

Adaptations for Students with Physical or Health Disabilities 142

Teaching All Learners Instructional Recommendations

for Students with Traumatic Brain Injury 143

UDL and Common Core Standards Incorporating UDL

Essential Qualities and Common Core Standards: Physical Disabilities 143

Summary of Selected Learning and

Behavioral Characteristics 144

Thematic Summary 144

Making Connections for Inclusive Teaching 144

Learning Activities 144

Looking at the Standards 145

Key Concepts and Terms 145

Chapter 6

Learners with Gifts and Talents,

Learners Who Are Culturally and

Linguistically Diverse, and Other Learners at Risk 146

Learners with Gifts and Talents 147

Defining Giftedness 148

How Many Learners Exhibit Gifts and Talents? 148

Etiology of Giftedness 149

Selected Learning and Behavioral Characteristics of

Learners with Gifts and Talents 149

Learners Who Are Culturally and Linguistically Diverse 150

Terminology of Cultural Differences 151

Bilingual Education: Concepts and Characteristics 152

Cultural and Linguistic Diversity and Special Education 153

Teaching All Learners Instructional Options for Students

Who Are Bilingual: Approach and Strategies 154

Learners at Risk for Success in School 155

Defining at Risk 155

Family Poverty 156

Homelessness 157

Child Abuse and Neglect 159

Summary of Selected Learning and Behavioral Characteristics 162

Today’s Students Maria 163

Thematic Summary 163

Making Connections for Inclusive Teaching 164

Learning Activities 164

Looking at the Standards 164

Key Concepts and Terms 165

Part 2 Planning Instruction for All learners

Chapter 7

Collaboration and Cooperative

Teaching: Tools for Teaching All

Learners 166

Collaboration 167

Collaboration Between General and Special Educators 168

Collaborating with Paraprofessionals 169

Collaborating with Parents/Families 171

Teaching All Learners It Takes a Village 173

Teaching All Learners Recommendations

for Building Culturally Competent Relationships 176

Collaborative Consultation 176

Teaming Models 179

Multidisciplinary Teams 179

Interdisciplinary Teams 179

Transdisciplinary Teams 180

Cooperative Teaching 180

Cooperative Teaching Options 182

Research Support 183

Suggestions for Building Successful Cooperative Teaching Arrangements 184

Teacher Voices One Teacher’s View of Collaboration and Inclusion 186

Thematic Summary 187

Making Connections for Inclusive Teaching 188

Learning Activities 188

Looking at the Standards 188

Key Concepts and Terms 189

Chapter 8

Designing Learning That Works for All Students 190

Four Components of Universally Designed

Curriculum 192

Goals 192

Materials and Resources 199

Methods 201

Assessment 203

The UDL Lesson Plan 204

Designing Physical Learning Environments 206

Physical Environment Considerations 207

ACCESS to the Physical Learning Environment 207

Teacher Voices Creating the Right Learning Environment 209

Designing Social Learning Environments 212

ACCESS to the Social Environment 212

Teaching All Learners Creating Caring School

Communities Using Social Skills Instruction 217

Positive Behavioral Interventions and Supports and UDL 219

Using Adaptations to Support Universally Designed Learning Environments 219

Accommodations 220

Modifications 220

Collaboration in Planning Universally Designed Learning Environments 221

Collaborative Planning and Teaching 222

Collaborative Problem-Solving 223

Thematic Summary 224

Making Connections for Inclusive Teaching 224

Learning Activities 224

Looking at the Standards 225

Key Concepts and Terms 225

Chapter 9

Assessing and Evaluating Learner Progress 226

Types and Purposes of Classroom Assessment 227

Large-Scale Assessments 228

Alternate Assessments 228

Ongoing Assessment 230

UDL in the Classroom Alternative Assessments 230

Effective Classroom Assessment Approaches 231

Approaches to Initial Assessment

That Increase Learner Engagement 231

Review of School Records 231

Formal and Informal Assessments 231

Inventories 232

Working Collaboratively 236

Interpreting Standardized Tests 237

Interpreting Behavior Rating Scales 237

Positive Behavior Interventions and Supports 238

Planning and Organizing Assessments 238

Planning for Ongoing Assessment 238

Formative Assessments 238

Summative Assessments 239

Informative Assessments 239

Organizational Systems for Assessments 240

Recording Assessments 240

Curriculum-Based Measurement 240

Data-Based Individualization 240

Rubrics 242

Applying Universal Design for Learning Principles 242

High-Tech and Low-Tech Materials 243

Computerized Assessments and Electronic Device Applications 243

Multiple Means of Representation in Assessment 243

Teacher Voices Multiple Means of Assessment 244

Multiple Means of Engagement in Assessment 248

Thematic Summary 250

Making Connections for Inclusive Teaching 250

Learning Activities 250

Looking at the Standards 251

Key Concepts and Terms 251

Chapter 10

Selecting Instructional Strategies for Teaching All Learners 252

Considering Stages of Learning in Strategy Selection 254

Entry Level/Acquisition Stages 255

Proficiency 255

Maintenance 255

Generalization 256

Application 256

Using Curricular Design Principles in Strategy Selection 257

Begin with Big Ideas 257

Activate Prior Knowledge 258

Integrate Learning Goals 259

UDL and Common Core Standards Authentic, Project- Based Learning 261

Use Conspicuous Strategies 262

Teacher Voices UDL Inspired Instructional Approaches 263

Apply Mediated Scaffolding 266

Teaching All Learners Using Task Analysis in Your Classroom 268

Provide Purposeful and Cumulative Review 271

Tier Talk Multi-Tiered Systems of Support at a Glance—

Differentiation of General Strategy Selection 274

Considering Specific Learning Domains in

General Strategy Selection 275

Cognitive/Generalization 275

Giftedness 276

Language/Speech 276

Memory 277

Study Skills, Organization, and Test-Taking 277

Attention Disorders/Hyperactivity/lmpulsivity 278

Social/Emotional/Motivational Challenges 278

Physical/Motor/Sensory Challenges 281

Using Classroom Web Sites and Other Web Tools 283

Thematic Summary 284

Making Connections for Inclusive Teaching 284

Learning Activities 285

Looking at the Standards 285

Key Concepts and Terms 286

Chapter 11

Selecting Behavioral Supports for All Learners 287

Establish Learning Goals: Big Ideas for Behavioral Support 288

Teacher Expectations and Challenging Behaviors 289

Students with Exceptionalities and Other Diverse Learners 289

Multiple Meanings of Challenging Behavior 291

Using Positive Behavior Interventions and Support 292

Assessment of Behavior 293

Teacher Voices Positive Behavior Intervention and

Support 294

Targeting the Behavior 294

Tracking the Behavior 295

Recording Behavior 295

Analyzing Behavior 299

Methods, Materials, and Resources that Promote

Positive Behavior for All Learners 300

Understanding Terminology 300

Increasing Appropriate Behavior 301

Decreasing Inappropriate Behavior 303

Teaching New Behavior 305

Maintenance and Generalization 309

Peers and School Personnel 309

UDL in the Classroom The MotivAider® 310

Teaching All Learners Collaborating with Special

Educators to Support Students with Challenging Behavior in Inclusive Classrooms 311

Collaborating with Parents 311

Culturally Diverse Families 313

Summary—Putting It All Together 314

Tier Talk Multi-Tiered Systems of Support at a Glance—

Strategies and Interventions 315

Thematic Summary 316

Making Connections for Inclusive Teaching 316

Learning Activities 317

Looking at the Standards 317

Key Concepts and Terms 318

Part 3 Implementing Effective Instructional Practices for All Learners

Chapter 12

Assistive Technologies and Innovative Learning Tools 319

Technology in the 21st Century Classroom 320

History of Technology for People with Disabilities 322

Definition of Assistive Technology 322

Examples of Assistive Technology 323

UDL in the Classroom Augmentative and Alternative

Communication (AAC) Tools 326

Assistive Technology: Key to Accessing the General Education Curriculum 329

Accessible Educational Materials 330

Learner Needs and Preferences 330

Differentiated Instruction, Learning Menus, and Assistive Technology 331

Teacher Voices One Classroom Teacher’s Thoughts on

Assistive Technology 332

Function over Disability 332

Obtaining Assistive Technology for the Classroom 332

Whose Responsibility Is It? 333

The AT Evaluation 333

Selecting Assistive Technology: The SETT Framework 333

Student 333

Environment 333

Task 334

Tools 334

Other Assistive Technology Planning Tools 335

Active Learning Through Innovative Technology 336

Social Software Tools 336

Visual and Media Literacy Tools 337

Teaching All Learners Interactive Whiteboard Tips 338

Opportunities Through Technology 341

Thematic Summary 342

Making Connections for Inclusive Teaching 342

Learning Activities 342

Looking at the Standards 343

Key Concepts and Terms 343

Chapter 13

Creating Literacy-Rich Environments for All Learners 344

Goals: Literacy Instruction Big Ideas 347

Phonemic Awareness, Phonics, and Word Recognition 348

Fluency with Text 349

Vocabulary 349

Teaching All Learners UDL and Differentiated Instruction 350

Teacher Voices UDL Inspired Strategies for Literacy Instruction 351

Comprehension 351

Writing/Spelling/Handwriting 352

Literacy Assessment 352

Formal Assessments 352

Reading and Writing Questionnaires 353

Informal Assessments 354

Ongoing Assessments 356

Methods, Materials, and Resources That Promote Literacy for All Learners 356

Fostering Phonemic Awareness, Phonics, and Word Recognition 356

Increasing Fluency with Text 357

Developing Vocabulary 359

Building Comprehension 362

Assisting with Writing/Spelling /Handwriting 364

UDL in the Classroom Connecting with Tablet

Computers and Smartpens 367

UDL Applications for Reading

in the Content Areas 368

Modify the Reading Requirement 368

Modify the Reading Level of the Text 369

Adapt the Format of the Text/Print Material 371

Adapt the Presentation of the Text 371

Possible Barriers and Solutions to Literacy Achievement 372

Vision 372

Hearing 372

Social/Emotional 373

Attention Deficit Hyperactivity Disorder 373

Motivation 373

UDL Lesson Planning with Differentiated Instruction for Literacy 374

Tier Talk Multi-Tiered Systems of Support at a Glance—

Literacy Strategies/Interventions 377

Fostering Literacy Collaboration 379

Thematic Summary 380

Making Connections for Inclusive Teaching 380

Learning Activities 380

Looking at the Standards 381

Key Concepts and Terms 381

Chapter 14

Developing an Understanding of

Mathematics in All Learners 382

Teacher Voices Math in an Inclusive Fourth Grade

Classroom 384

Establish Learning Goals: Big Ideas

in Mathematics Instruction 385

Problem-Solving 385

Mathematic Communication 386

Numbers and Operations 387

Algebra 388

Geometry and Spatial Sense 388

Measurement 388

Data Analysis and Probability 389

Assessment of Mathematics 389

Formal Assessment 390

Informal Assessment 390

Methods, Materials, and Resources That Promote

Mathematics for All Learners 393

Teaching All Learners Concrete-Representational-

Abstract 394

Problem-Solving 396

Communication of Mathematic Ideas 397

Numbers and Operations 401

Algebra 405

UDL in the Classroom Graphic Organizers for

Mathematics 408

Geometry and Spatial Sense 409

Measurement 410

Data Analysis and Probability 412

Universal Design for Learning Lesson

Planning with Differentiated Instruction for Mathematics 414

Tier Talk Multi-Tiered Systems of Support at a Glance—

Mathematics Strategies and Intervention 417

Fostering Collaboration in Mathematics Instruction 418

Thematic Summary 420

Making Connections for Inclusive Teaching 420

Learning Activities 420

Looking at the Standards 421

Key Concepts and Terms 421

Chapter 15

Teaching Critical Content in

Science and Social Studies to All Learners 422

Challenges for Diverse Learners in Science

and Social Studies 424

Teacher Voices An Interdisciplinary Unit Planned with UDL Principles in Mind 425

Learning Goals 426

Big Ideas in Science 426

Big Ideas in Social Studies 428

Interdisciplinary Unit Planning 429

Differentiating for Complexity 431

Science and Social Studies Content Area Assessment 431

Using Rubrics 432

Applying UDL to Science and Social Studies Assessments 433

Methods, Tools, Materials, and Resources for

Science and Social Studies Instruction 435

Multiple Means of Representation 438

Working with Vocabulary and Readability 439

Multiple Means of Action and Expression 442

Multiple Means of Engagement 446

UDL in the Classroom Using VoiceThread in UDL Classrooms 448

Academic, Social, and Physical Adaptations 449

The Academic and Social Environment 449

The Physical Environment 449

Teaching All Learners Teaching in the Science Content Area 450

UDL Lesson Planning with Differentiated

Instruction for the Content Areas 452

Collaboration in Science and Social Studies Instruction 454

Co-teaching 454

Building Community Support 455

Tier Talk Multi-Tiered Systems of Support at a Glance—

Differentiation of Science/Social Studies 455

Thematic Summary 457

Making Connections for Inclusive Teaching 457

Learning Activities 457

Looking at the Standards 458

Key Concepts and Terms 458

Appendix A InTASC Model Core Teaching

Standards 459

Appendix B Council for Exceptional Children: Initial Level

Special Education Preparation Standards 460

Glossary 462

References 472

Index 491

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