About the Author
Dr. Rena B. Lewis earned her Ph.D. at the University of Arizona, with a major in special education and minors in psychology and systems engineering. She began in special education as a teacher of children wtih mental retardation, although the majority of her work has been with students iwth learning disabilities. She is currently Associate Dean for Faculty development and Research in the College of Education at San Diego State University.
A frequent contributor to the professional literature, Dr. Lewis is interested in instructional adaptations for students with special needs, classroom assessment techniques, and ways to use classroom technologies to improve literacy instruction. In addition to t his book, she is co-author with Dr. James A. McLoughlin of Assessing Students with Special Needs (7th edition). She was honored with an award by the International Reading Association for her report on research implications for teaching reading to students with learning disabilities. Her current research interests center around literacy interventions for highly gifted children from linguistically diverse families.
Table of Contents
PART I: INTRODUCTION.
1. Success for All Students in the General Education Classroom.
2. Collaboration and the Team Approach.
3. Special Students, Special Needs.
PART II: SKILLS FOR THE GENERAL EDUCATION TEACHER.
4. Adapting Instruction.
5. Managing Classroom Behavior.
6. Promoting Social Acceptance.
7. Coordinating the Classroom Learning Environment.
8. Using Computers and Other Technologies in the Classroom.
PART III: METHODS FOR TEACHING STUDENTS WITH DISABILITIESIN GENERAL EDUCATION.
9. Teaching Students with Learning Disabilities and AttentionDeficit Hyperactivity Disorders.
10. Teaching Students with Mild Retardation and Severe Disabilities.
11. Teaching Students with Behavioral Disorders.
12. Teaching Students with Communication Disorders and Autism.
13. Teaching Students with Physical and Health Impairments.
14. Teaching Students with Visual and Hearing Impairments.
PART IV: METHODS FOR TEACHING STUDENTS WITH OTHER SPECIALNEEDS IN GENERAL EDUCATION.
15. Teaching Students Who Are Gifted and Talented.
16. Teaching Culturally and Linguistically Diverse Students.
17. Teaching Students at Risk for School Failure.
THE SIXTH EDITION
The sixth edition has been thoroughly updated with the addition of several new topics and expanded coverage of others. Included are discussions of important areas such as these:
- Current laws and regulations including the regulations for PL 105-17, the Individuals with Disabilities Education Act (IDEA) Amendments;
- New federal reform directions such as "No Child Left Behind;"
- Changes in the nature and diversity of the U.S. population according to the 2000 Census;
- Current information about the inclusion of students with disabilities in regular schools and general education classrooms;
- Strategies for making test accommodations for students with disabilities;
- Functional analysis of students' behavioral problems;
- Special services for students with attention deficit hyperactivity disorder (ADHD);
- Classroom adaptations for students with autism, ADHD, traumatic brain injury, and severe disabilities; and
- New web and assistive technology resources for general educators.
The sixth edition reflects current research in the fields of special and general education (more than 150 new references have been added), and there is information on the newest technologies available for use with special students in general education classrooms. Several of the "Spotlight on Technology" sections now feature software and assistive devices recommended for students with special needs. In addition, the "Window on the Web" feature introduces readers to websites that offer valuable information about special education, general education, or the teaching-learning process.
ORGANIZATION AND CONTENT
In organizing this book, we have attempted to maintain a noncategorical approach to instruction while acknowledging the differential impact of student characteristics on school performance. To accomplish this, the first eight chapters of the book (and the Epilogue) address the needs of all special students and their teachers. The chapters dealing with instructional methods (chapters 9 to 17), in contrast, are tied to specific populations of students and the types of school problems they most often encounter. However, the instructional strategies discussed in these chapters are relevant for any student with the same difficulties. For example, because students with learning disabilities are characterized by the problems they experience with mastering basic skills, the chapter focusing on this group includes techniques for teaching reading, written language, and mathematics skills. These techniques can and should be used with other students facing similar skill acquisition problems.
The 17 chapters of this book are divided into four major sections. The first part, "Introduction," identifies the purposes of inclusion, provides a rationale for a team approach to the solution of educational problems, and describes the major instructional needs of special students.
The second part, "Skills for the General Education Teacher;" addresses the needs of the educator. Strategies are provided for achieving four basic instructional goals: adapting instruction, managing classroom behavior, promoting social acceptance, and coordinating the classroom learning environment. Also, information is provided on the effective use of computers and other technologies in the general education classroom.
In the third part, "Methods for Teaching Students with Disabilities in General Education," teaching strategies are suggested for a variety of different types of special students. These include students with learning disabilities, mild retardation, behavioral disorders, communication disorders, physical and health impairments, and visual and hearing impairments. This part also discusses interventions for individuals with four other types of disabilities: students with ADHD (chapter 9), severe disabilities (chapter 10), autism (chapter 12), and traumatic brain injuries (chapter 13).
The fourth part, "Methods for Teaching Students with Other Special Needs in General Education," recommends instructional techniques for three other groups of students: gifted and talented individuals, culturally and linguistically diverse students, and students at risk for school failure.
A brief Epilogue, "Inclusion Today . . . and Tomorrow," ends the book. It examines past mistakes, current practices, and some of the promising approaches that will give new direction to the inclusion of students with special needs in school and society.
Throughout this book are several types of special features. The "Inclusion Tips for the Teacher" sections answer some of the questions teachers most often ask about inclusion. "For Your Information" boxes highlight important facts, and "Spotlight on Technology" sections provide information about the use of new technologies with students with special needs. "Window on the Web" features describe sites on the World Wide Web of interest to teachers of students with special needs.
Special terms are highlighted in the text in bold print as they appear; each is defined in the glossary at the end of the book. Each chapter ends with "Things to Remember," a brief summary of the major points of the chapter. Also included at the end of each chapter are activities, which extend the information presented in the chapter by providing opportunities for school observations, interviews with practicing professionals, perusal of the special and general education literature, and exploration of the World Wide Web.
INFORMATION FOR INSTRUCTORS
Although the chapters in this book are designed to be read in the order in which they appear, some instructors find other sequences more beneficial to their students. For example, some instructors prefer to proceed from Part I of the book directly to Parts III and IV, leaving the chapters on skills for teachers until after students have gained information on the special needs of various populations.
The sixth edition has an enhanced instructor support package, including a Companion Website (for both instructors and students), Study Guide (designed for student use), an Instructor's Manual, a computer-based test bank, and a video to accompany the text. The Study Guide, supplemental to the text, provides students with information and activities to extend their learning; it is organized by chapter and provides students with frequent opportunities to check their understanding of major concepts presented in the text. The Instructor's Manual, also organized by chapter, contains objectives, terminology, a detailed outline, objective test questions (also found in the computer-based test bank), and a set of questions appropriate for class discussions, essay assignments, and essay examinations. The computer-based test bank, available for Macintosh and Windows computers, includes a multitude of objective test questions (multiple choice, true-false, and completion). The video, entitled Regular Lives, illustrates examples or models for parents, teachers, employers, and others in the community interested in the obstacles of and the strategies and goals for mainstreaming and inclusion.