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This highly praised text takes a categorical approach to covering the opportunities and challenges in creating inclusive classrooms for all students. IEP coverage, new material on Response to Intervention, chapters on both elementary and secondary classrooms as well as new features on differentiating instruction in both elementary and secondary classrooms provide the most coverage in the field of the instructional processes general education teachers will need to know to address the needs of all learners.
- Sales Rank: #22849 in Books
- Published on: 2011-03-03
- Ingredients: Example Ingredients
- Original language: English
- Number of items: 1
- Dimensions: 10.80" h x .90" w x 8.80" l, 2.33 pounds
- Binding: Paperback
- 608 pages
Review
I believe that the authors’ approach to the subject matter is practical and presented in a manner that makes the reader want to read the book from front to back.
Mary Darlene Hilsenbeck, University of Louisville
The readability is ideal for the undergraduate student. It contains enough theoretical, research-based information to be a strong text. It also contains practical information that students will want to retain this text as they become practitioners. The organization of the book is ideal. The included standards are ideal as students study for state certification exams. “Technology Today”, “Rights & Responsibilities”, and “Evidence-Based Practice” are gems of information.
Glenna Bilingsley, Texas State University — San Marcos
The application connection couldn’t be any better than what your authors have put together for the reader and future teacher. I am very impressed with the wealth of information and suggestions your authors have provided for the reader that cover almost every aspect of learning disabilities. This book helps teachers use the tools they have to de3velop their students into productive members of society and prepare them for the future. The information just flowed and all came together outlining an effective inclusive program for students with disabilities and the best practices to prepare students for their future.
Shirley MacKinnon, Canisius College
From the Back Cover
The thoroughly revised sixth edition of Teaching Students with Special Needs in Inclusive Settings takes a categorical approach to covering the opportunities and challenges in creating inclusive classrooms for all students. IEP coverage, new material on Response to Intervention, chapters on both elementary and secondary classrooms as well as new features on differentiating instruction in both elementary and secondary classrooms provide the most coverage in the field of the instructional processes general education teachers will need to know.
Categorically organized chapters give you the tools you need to differentiate instruction for students with disabilities in inclusive classrooms so you can provide instruction that helps all students succeed.
- New! Differentiating Elementary Instruction: These features propose specific ideas for designing instruction to meet individual needs in elementary classrooms.
- New! Differentiating Secondary Instruction : These features propose specific ideas for designing instruction to meet individual needs in secondary classrooms.
- New! Characteristics and Implications:These chapter elements clarify the characteristics of each disability category and pinpoint instructional implications teachers need to be aware of.
Beautifully organized, streamlined chapters bring you into the classroom with a focus on real students.
- Chapter opening vignettes introduce you to individual students with special needs.
- Selected IEP Goals and Objectives features in every chapter return to the opening vignette’s student to help you better understand the IEP process, one student at a time.
- Tips for Adapting a Lesson features in each chapter revisit the vignette student, providing you with additional practice in differentiating instruction based on individual needs.
Insightful, research-driven chapters provide insight into the role of the general education teacher in an inclusive classroom.
- Ri ghts and Responsibilities : These features examine legal cases and issues that impact the instructional process for students with special needs.
- Personal Spotlights: Features in every chapter profile real teachers, parents of children with special needs, and students with special needs themselves, letting readers connect chapter content with real life situations and providing insight into the multifaceted experiences of people most affected by the challenges of inclusion.
About the Author
Tom E. C. Smith is currently Dean of the College of Education and Health Professions, and University Professor of Special Education at the University of Arkansas. He has been on the faculties of the University of Arkansas at Little Rock, University of Alabama at Birmingham, and the University of Arkansas for Medical Sciences. Prior to receiving his Ed. D. from Texas Tech University, he taught children with intellectual disabilities, learning disabilities, and autism at the elementary and secondary levels. President Clinton appointed him to three terms on the President’s Committee on Mental Retardation. He has served as the Executive Director of the Division on Autism and Developmental Disabilities of the Council for Exceptional Children since 1996. His current professional interests focus on teacher education and legal issues and special education.
Edward A. Polloway is the Rosel H. Schewel Professor of Education and Human Development at Lynchburg College in Virginia, where he has taught since 1976. He also serves as Vice President for Community Advancement and Dean of Graduate Studies. He received his doctoral degree from the University of Virginia and his undergraduate degree from Dickinson College in Pennsylvania. He has served twice as president of the Division on Mental Retardation and Developmental Disabilities of the Council for Exceptional Children and also on the board of directors of the Council for Learning Disabilities. He also served on the committee that developed the 1992 definition of mental retardation for the American Association on Intellectual Disabilities. He is the author of 20 books and over 100 articles n the field of special education with primary interests in the areas of learning disabilities and intellectual disabilities.
James R. Patton is an Educational Consultant and Adjunct Associate Professor at the University of Texas at Austin. He received his Ed. D. from the University of Virginia. He is a former high school biology teacher and elementary-level special education resource teacher. He has also taught students who were gifted and those who were gifted/learning disabled. His professional interests include transition, life skills instruction, adult issues related to individuals with special needs, behavior intervention planning, and classroom accommodations. He has served on national boards of the Division on Developmental Disabilities, the Council for Learning Disabilities, and the National Joint Committee on Learning Disabilities.
Carol A. Dowdy is Professor Emerita of Special Education at the University of Alabama at Birmingham, where she has taught since receiving her Ed. D. degree from the University of Alabama, Tuscaloosa . She has written eight books on special education and published 34 articles on learning disabilities. She has served on the national board of the Council for Learning Disabilities and the Professional Advisory Board for the Learning Disabilities Association of America, and she has worked closely with the federal department of Vocational Rehabilitation to assist in their efforts to better serve adults with learning disabilities.
Most helpful customer reviews
3 of 3 people found the following review helpful.
Black and White
By krussel
It was black and white, and I thought that it would be in color just like all of the other ones i could have bought, however it still has all of the same information so that is totally acceptable for 22$
1 of 1 people found the following review helpful.
A spectacularly bad and poorly-arranged textbook.
By MF48
I was pretty shocked at how poorly written and poorly organized a book with 4 (listed) authors could actually be. It made me wonder if this was a textual example of the adage that "too many cooks spoil the soup."
I could give a laundry list of problems with this book, but I'll make a few general complaints and then give a few examples from the book. First, the authors, despite being professors, have little to no idea about how this information should be scaffolded for the student who is new to the subject. Instead of a foundation which works from the very general to the very particular, you get a hodge-podge of generals and particulars mixed into huge, sweeping chapters--filled with lengthy, sweeping paragraphs--that contain little discernible organization as you read through them. The book reads like a professor (I once had) talks: from broad topic to ranging tangents or from narrow topics to narrow tangents. That professor just knew too much for her own good. She constantly navigated in a sphere of ideas way beyond her students who were learning the material for the first time. If this weren't an introductory text for this subject, I'd soften this critique, even if though I ultimately can't forgive the authors for the text in its entirety.
There are diagrams that don't appear on the page or pages in which the diagram is referenced. Instead, there is some other practical or factual scenario insert on that page. Why not move that around? This wouldn't be a big deal as these things do happen in text formatting, but this book is full of examples of this kind of poor organization or formatting. So many of the visual or textual "inserts" in the chapters seem haphazardly placed. I was regularly asking myself, "What is this here for? It's a factual scenario or personal spotlight that doesn't link explicitly to anything I've just read."
The technical language of special education is as vast as the Pacific Ocean. So what happens here? The authors use vague terms they clearly understand but are difficult to discern the meaning of from the context. Here's only one example from innumerable examples: "If a referral is made, and the IEP team accepts the referral..." What's the referral for? Who is it coming from? To whom is it being made? Don't look to the context because the word "referral" doesn't appear in the paragraphs before or after this sentence. If the context is clear from something a student would have read, all it would take is one word to modify the word "referral" and the student would (or should) instantly recall what he/she read a page or two earlier. In this case, the once called this a "formal" referral. That's only slightly better. However, on the very next page the chart calls it an "Initial referral to eligibility determination." This mix of terminology is now confusing. Terms of art should be consistently used for students new to the subject. But isn't this just how experts talk to each other? They don't need good, clear context or hyper-consistent usage to convey meaning to each other. (And so I imagine these four cooks slapping each other on the back as they read through these chapters.)
On page 70, the authors mention "key steps" in a process, but those steps--which CHRONOLOGICALLY illustrate a process--are bullet-pointed. Further down the page, the authors mention helpful "guidelines" and THESE are numbered. Huh? They aren't even statutory or chronological, so it's not like numbers were even necessary or helpful here. Where numbers would have helped, you get bullets.
For another example, just look at diagram 3.4. It's a decision-based flow chart with arrows following "yes" or "no" lines of reading. Are there questions in ANY of the boxes for the student to read an then answer with a yes or a no? Nope. It's just absurd. Of course, only one bland, in-text reference to this chart appears on the page before the chart, not on the pages where the chart appears. The chart, however, is described in detail on the page opposite from it. That makes sense, right? Is the citation to the chart made there too? No. Only a good contextual understanding of the text tells you the authors are actually walking through and explaining their question-less "yes" or "no" answer chart. Unbelievable. Their editor should be fired or I should be hired. One of the two.
And so it goes with this kind of poor writing and poor editing filling the pages. As a student who has been around the educational block, I am stunned at how hard this book makes it for me to read and understand the material. I've read challenging texts before, but for a careful reader like me this one is punishing to read--and I mean that. It's punishing.
While it is full of content, it is otherwise terrible. TERRIBLE. I gave it the second star solely for its content. That was a gift.
1 of 1 people found the following review helpful.
Not Helpful for New Teachers or for Practical Hands-On Ideas in the Classroom; Poorly Organized & Edited.
By J & L
MF48's review is dead on. This book is poorly organized, includes tons of terms without any proper explanation, and repeats information randomly (including identical sentences!). It is also poorly edited. There are many mistakes within the writing. This book was required for a graduate course last semester, and I picked it up from my shelf today wanting to reference a couple portions of it for an essay. Trying to use the book again reminded me why I hated it so much. It is not easy to navigate at all, not even using the subject index. It was a horrible introduction to special education.
This book does spend time going through various legalities of IDEA, although those details are not structured in an easy-to-understand manner. It is far easier to actually read the government web site on IDEA or to peruse articles about IDEA on about.com. That really tells you something.
In lieu of this book, I would highly recommend "Neurodiversity in the Classroom" by Thomas Armstrong. It was one of the required texts for a course I have this semester that is also on special education. Armstrong's book offers tons of practical, hands-on approaches for various disabilities, and they can be used at the K-12 level or at the college level. I never plan on letting Armstrong's book leave my shelf, but I would actually consider throwing the "Teaching Students with Special Needs" book in the recycling bin. I had to write too many notes in it with cross-reference arrows because it was so disorganized, so it's likely that no one would want my used copy. In short, I really hated this book, and I would not recommend it to any teacher.
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