Teaching in Today’s Inclusive Classrooms: A Universal Design for Learning Approach, Fourth Edition
By Richard M. Gargiulo and Debbie Metcalf
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