With a new chapter on Response to Intervention and Progress Monitoring and with this approach integrated throughout the content area chapters, the fifth edition of this popular text continues to serve as an invaluable resource for teachers working with students in inclusive classrooms. The authorsrs" strategic approach, engaging and accessible writing style, multi-chapter unit on curriculum adaptations, and strong emphasis on teaching secondary learners will allow teachers to meet the needs of all learners in their general education classrooms. New chapter on and thorough integration of the RTI framework RTI and Progress monitoring, IDEIA 2004 4 year undergraduate inclusion courses

Sharon Vaughn holds the H. E. Hartfelder/Southland Corporation Regents Chair in Human Development and is currently the Director of the Meadows Center for Preventing Educational Risk at the University of Texas. She was the Editor-in-Chief of the Journal of Learning Disabilities and the Co-Editor of Learning Disabilities Research and Practice. She is the recipient of the AERA Special Education SIG distinguished researcher award. She is the author of more than 200 articles and 10 books that address the reading outcomes of students with learning difficulties, learning disabilities and English language learners.  She is currently the Principal Investigator or Co-Principal Investigator on several Institute for Education Sciences, National Institute for Child Health and Human Development, and Office of Special Education Programs research grants investigating effective interventions for students with learning disabilities and behavior problems as well as students who are English language learners. She can be contacted at: srvaughn@teachnet.edb.utexas.edu

 

 

Jeanne Shay Schumm is Professor of Literacy Education at University of Miami. She is currently Professor-in-Residence at the university’s Henry S. West Laboratory School where she directs the UM STARS Reading Laboratory. She has edited or co-authored 15 books including Promising Practices for Urban Reading Instruction (International Reading Association) and Reading Assessment and Instruction for All Learners (Guilford) as well as numerous research articles and book chapters. Her research interests include differentiated reading instruction and teacher education. She can be contacted at schumm@miami.edu

 

Part 1: Foundations

 

Ch. 1:  Special Education and Inclusive Schooling

 

Ch. 2: Response to Intervention: Developing Success for All Learners

 

Ch. 3:  Communicating and Collaborating with Other Professionals and Family

Ch. 4: Teaching Culturally and Linguistically Diverse Students

 

Ch. 5: Managing Student Behavior and Promoting Social Acceptance

 

Part 2: Categorical Differences

 

Ch. 6: Teaching Students with Learning Disabilities and Attention Deficit Hyperactivity Disorder

 

Ch. 7: Teaching Students with Communication Disorders

 

Ch. 8: Teaching Students with Emotional and Behavioral Disorders

 

Ch. 9: Teaching Students with Autism-Spectrum Disorders/Pervasive Developmental Disorders

 

Ch. 10:  Teaching Students with Developmental Disabilities

 

Ch. 11:  Teaching Student with Impairments, Disabilities, or Traumatic Brain Injury

 

Part 3:  Teaching Practices

 

Ch. 12:  Facilitating Reading

 

Ch. 13:  Facilitating Writing

 

Ch. 14:  Helping All Students Succeed in Math

 

Part 4:  Secondary Instruction

 

Ch. 15:  Differentiating Instruction and Assessment for Middle and High School Students

 

Ch. 16: Fostering Strategies for Student Independence