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Including Students with Disabilities


The ERIC Clearinghouse on Disabilities and Gifted Education (ERIC EC)
E-mail: webmaster@hoagiesgifted.org
Internet: http://eric.hoagiesgifted.org
ERIC EC Minibib EB14
Updated April 2003

Bauer, Anne M. and Shea, Thomas M. (1999). Inclusion 101: How To Teach All Learners. Paul H. Brookes Publishing Co., PO Box 10624, Baltimore, MD 21285-0624. 324pp.
This book is designed to help educators provide effective instruction to students with disabilities in inclusive classrooms. Included topics include: concepts of inclusive society, schools, classrooms and services; legal foundations for inclusion and government support for education; qualities of inclusive schools and classrooms; individualized educational programming, assessment and diagnosis of problem situations and prescriptive teaching. Topics also addressed: the organization and management of inclusive schools and classrooms; structuring programs for all learners; individual strategies for designing and implementing comprehensive interventions and moving learners from restrictive to inclusive classrooms.

Block, Martin E. (2000). A Teacher's Guide to Including Students with Disabilities in General Physical Education. Second Edition. Paul H. Brookes Publishing Co., P.O. Box 10624, Baltimore, MD 21285-0624. http://www.brookespublishing. 397pp.
This text provides principles and practical applications to facilitate the inclusion of student with disabilities in general physical education classes. Chapter 1 identifies characteristics of a quality physical education program. Chapter 2 reviews the history of inclusion and defines key characteristics of inclusion. Chapter 3 is on collaborative teaming among professionals. Chapters 4 and 5 present a preparation model, describe student assessment tools, and consider physical education in the individualized education program. The next three chapters are on physical education modifications for students with disabilities. Chapter 6 is on appropriate instructional modifications while chapter 7 addresses curricular modifications for students with specific functional impairments or particular disabilities. Chapter 8 discusses the modification of group games and sports and includes an appendix that details accommodations to specific team sports for students with disabilities. Chapter 9 considers ways to facilitate the social acceptance of children with disabilities in general physical education. Chapter 10 examines safety aspects of inclusion including some legal issues. Chapter 11 offers information on managing children who display behavior problems in general physical education. Finally, chapter 12 offers guidelines for including children with disabilities in general aquatics programs.

Booth, Tony and Ainscow, Mel. (Eds.). (1998). From Them to Us: An International Study of Inclusion in Education. Routledge, 11 New Fetter Lane, London, EC4P 4EE, England; 29 West 35th Street, NY, NY 10001. 271pp.
This book describes the outcomes of a comparative study that brought together an international team of researchers from eight countries (United States, Scotland, New Zealand, Norway, the Netherlands, Ireland, Australia, and England). The purpose of the study was to develop case studies that would explore the process of inclusion and exclusion within a school or group of schools set in its local and national context. Included are classroom observations, the students' experiences of the school day, and interviews with staff, students, parents, and school governors. Differences and similarities within and between countries are discussed.

Cavallaro, Claire C. and Haney, Michele. (1999). Preschool Inclusion. Paul H. Brookes Publishing Co., PO Box 10624, Baltimore, MD 21285-0624. 399pp.
This resource guide provides field-tested, research-based strategies for including young children with disabilities in early childhood programs. It is designed to help preservice and in-service educators, Head Start personnel, and child care providers with information to promote inclusion in children's earliest social and educational experiences. The guide includes information on special education and a description of the CHIME model of inclusion in early education programs, guidelines and specific strategies, including assessment and observation; strategies for facilitating children's participation and social integration; strategies for supporting positive behavior and strategies for monitoring and evaluating children's progress. Appendices include reproducible forms for assessment and planning and a list of resources.

Conti-D'Antonio, Marcia, Bertrando, Robert, and Eisenberger, Joanne. (1998). Supporting Students with Learning Needs in the Block. Eye on Education, 6 Depot Way West, Suite 106, Larchmont, NY 10538. 164pp.
This book, written for both regular and special education teachers illustrates how block schedules offer opportunities for students who are at-risk, have disabilities, are gifted, or are otherwise in need of support. The first part of the book discusses how school districts can successfully meet the challenges of inclusion in a block schedule and provides specific information on how content and support teachers can share responsibilities in inclusive classrooms. Specific chapters address: schedules that support students with learning needs; choosing the most effective teaching methodology; cooperative planning between support teachers and content teachers; supporting and including students' achievements; incorporating the most effective methodology in an extended period; and teaching structures. Appendices include examples of checklists, model forms, and student handouts.

Fisher, Douglas, Sax, Caren, and Pumpian, Ian. (1999). Inclusive High Schools: Learning from Contemporary Classrooms. Paul Brookes Publishing Co., PO Box 10624, Baltimore, MD 1285-0624. 209pp.
Addressing both processes and outcomes, this book provides a framework for developing inclusive high schools, illustrated by detailed accounts of high schools that have struggled, strategized and ultimately achieved success. Themes discussed include building crucial school-based relationships; developing support strategies; communicating responsibilities; preparing for the classroom, establishing continuity; adapting curricula; and redistributing school resources.

Giangreco, Michael F., Editor. . (2002). Quick-Guides to Inclusion 3: Ideas for Educating Students with Disabilities. Paul H. Brookes Publishing Co., 800-638-3775, http://www.brookespublishing.com/store/index.htm, 154pp.
This set of five guides is intended to help general education teachers facilitate the instruction and inclusion of students with disabilities in regular classrooms. Each of these five guides has: a letter to the teacher that introduces the content; a list of 10 guidelines-at-a-glance; a set of the guidelines, each on a separate page, suitable for duplication as overhead transparencies; and a page of text discussing each of the 10 guidelines. The five guides are: (1) "Reaching and Teaching Diverse Learners through Differentiated Instruction" (Robi M. Kronberg); (2) "Supporting Literacy Learning in All Children" (David A. Koppenhaver and Karen A. Erickson); (3) "Supporting Friendships for All Students" (Carol Tashie and Zach Rossetti); (4) "Self-Determination" (Michael L. Wehmeyer); and (5) "Taking Inclusion to the Next Level: Creating Inclusive High School Classrooms" (Cheryl M. Jorgensen, Douglas Fisher, and Carol Tashie). An additional brief guide is titled "Assisting Students Who Use Wheelchairs: Guidelines for School Personnel."

Jorgensen, Cheryl M. (1998). Restructuring High Schools for All Students: Taking Inclusion to the Next Level. Paul H. Brookes Publishing Co., PO Box 10624, Baltimore, MD 21285-0624. 273pp.
The ten papers in this collection present practical examples of the inclusion of students with disabilities in restructured high schools. The topics include: a rationale for inclusive high schools, finding common ground between inclusive education and school reform, innovative scheduling, lesson planning, self-determination for all students, and helping students plan for the future.

Khalsa, SiriNam S. (1999). The Inclusive Classroom: A Practical Guide for Educators. Good Year Books, 1900 East Lake Avenue, Glenview, IL 60025. 174pp.
This book offers educators, parents, administrators, and other school personnel in the elementary and lower middle-school grades a basic understanding of what is involved in making inclusion work. There is an explanation of the types of disabilities and other factors determining achievement, reasons for trying inclusion, and factors in determining whether inclusion is appropriate. Recent research findings are provided on how to address students' different learning styles and multiple intelligence in the classroom.

Kochhar, Carol A. and West, Lynda L. (1996), Handbook for Successful Inclusion. Aspen Publishers, Inc., 20 Orchard Ridge Drive, Suite 200, Gaithersburg MD 20878. (800) 638-8437 220pp.
This manual is intended to help regular and special educators and related professionals to better serve special learners in inclusive settings through identifying practical strategies for the classroom and school, and techniques for overcoming barriers to inclusion. The manual is written in a question-answer format. Chapters address such issues as: strategies for overcoming barriers to inclusion, assessment of student needs for instruction, assessment of readiness for inclusion staff development needs, class size, curriculum modifications, interdisciplinary teams, and promotion of parent participation. A key feature is a 10-step approach to implementing inclusion, from conducting a needs assessment through identifying technical assistance resources, and use of evaluation information for improvement. Worksheets and transparencies keyed to the 10-step approach and a sample staff development plan are provided.

Lewis, Rena B. and Doorlag, Donald H. (1999). Teaching Special Students in General Education Classrooms. Prentice-Hall Inc., Upper Saddle River, NJ 07458. 519pp.
This text is intended to prepare teachers to effectively teach the range of students, including students with disabilities found in the typical elementary or secondary classroom. This edition features discussion of the Individuals with Disabilities Education Act (IDEA) Amendments of 1997; inclusion; collaboration and the team approach; instructional adaptations for students with attention deficit disorder (ADHD) or traumatic brain injury, strategies for inclusion of students with severe disabilities; classroom modifications for students with autism; and technology resources. Instructional methods for specific types of special students, communication disorders, physical and health impairments, visual and hearing impairments, autism, and traumatic brain injuries are also included.

Power-deFur, Lissa A. and Orelove, Fred P. (1997). Inclusive Education: Practical Implementation of the Least Restrictive Environment. Aspen Publishers, Inc., 20 Orchard Ridge Drive, Suite 200, Gaithersburg, MD 20878. (800) 638-8437. 361pp.
Beginning with a comprehensive overview of inclusive education, this book provides a context for discussions of theoretical and practical aspects: planning, implementing, and evaluating inclusive education; financial and legal concerns; family partnerships; interagency collaboration; and staff developmental activities. Also discussed are strategies for inclusion in early childhood and elementary education, and of specific disability groups, such as students with dyslexia, deafness, and behavioral challenges.

Wehmeyer, Michael L. (2002). Teaching Students with Mental Retardation: Providing Access to the General Curriculum. Paul H. Brookes Publishing Co., PO Box 10624, Baltimore, MD 21285-0624. 800-638-3775. http://www.brookespublishing.com/. 336pp.
This book is intended as a text or resource for preservice or inservice training of general and special education teachers, and has an orientation for the education of the mentally retarded that is values-based, issues-oriented, and practice-oriented. The 17 chapters are organized into four sections. The first two chapters are introductory and define key concepts such as "mental retardation," "curriculum design," and "curriculum decision making." Chapter 3 considers what is meant by "access to the general curriculum," and describes a framework of curricular modifications that provides access as well as a decision-making model. Subsequent chapters expand on the Individualized Education Program team's role by discussing person-centered, student-directed planning and student program evaluation based on themes of empowerment. Chapters 7 through 9 describe how to create a learning community, what classroom-level curriculum and instructional decisions can affect progress, and what teaching strategies work to enable students to progress in the general curriculum. Chapters 10 through 16 focus on specific issues including: achieving effective home-school partnerships; classroom management through positive behavioral supports; promoting self-determination; functional academics; community-based instruction; sexuality and social inclusion; and assistive technology. The final chapter provides a summary of the processes presented.

Zionts, Paul. (Ed.) (1997). Inclusion Strategies for Students with Learning and Behavioral Problems: Perspectives, Experiences, and Best Practices. PRO-ED, Inc., 8700 Shoal Creek Blvd., Austin, TX 78758-6897. 416pp.
This is a compilation of 15 essays by various authors, grouped into two categories: "Perspectives and Experiences" and "Best Practices." Subsections include: "Inclusion: Chasing the Impossible Dream? Maybe," "Responsible Inclusion: Key Components for Success," "Collaboration: Strategies for Building Successful Teams," "But He's Severely Disabled! How Can He Be in Kindergarten?," "Inclusive Practices for Preschoolers with Disabilities," Insights on Teaching and Raising a Child with a Disability," and "Managing Resistance: Looking Beyond the Child and Into the Mirror".

SELECTED VIDEOS

Association for Supervision and Curriculum Development (ASCD), Educating all Students; Strategies for the Classroom; Profiles of Successful Students. Association for Supervision and Curriculum Development, 1703 N. Beauregard St., Alexandria, VA 22311-1714.
This three-volume set of videos is designed to provide teachers, administrators and other professionals with an overview of successful inclusionary practices including regular and special education collaboration, implementing classroom accommodations and other related topics. Videos feature students of a variety of different age and educational levels.

Lipsky, Dorothy K. and Gartner, Alan. (1998). Standards & Inclusion: Can We Have Both? National Professional Resources, Inc., 25 South Regent Street, Port Chester, NY 10573. (800) 453-7461. http://www.nprinc.com/
Designed for regular and special educators, this video profiles inclusive schools that have successfully incorporated academic standards. It addresses critical issues facing educators who are supporting students with disabilities in inclusive settings. Topics discussed include: consequences of higher standards, seven factors of successful inclusion, reauthorization of the Individuals with Disabilities Education Act (IDEA) and the implication for schools, and restructuring existing schools. The video stresses collaboration between regular and special education teachers and supports the idea that all children benefit from good inclusive practices.

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