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Combining the best of concept and application, Strategies for Teaching Students in Inclusive Classrooms: A Case Method Approach covers teaching methods and cases from inclusive education settings. Offering an innovative chapter sequence, it pairs concept chapters with case chapters to ensure readers understand core material and can apply it to real situations.
Learn about special education law and inclusion, teaching in the inclusive classroom, effective use of behavior management in inclusive classrooms and effective techniques for teaching basic skills such as reading, writing, and mathematics. See how strategies work in real classrooms through the text’s clinical and narrative case studies that illustrate core concepts in action.
- Sales Rank: #640381 in Books
- Published on: 2011-07-31
- Original language: English
- Number of items: 1
- Dimensions: 8.90" h x .50" w x 7.30" l, .64 pounds
- Binding: Paperback
- 192 pages
From the Back Cover
Combining the best of concept and application, Strategies for Teaching Students in Inclusive Classrooms: A Case Method Approach covers teaching methods and cases from inclusive education settings. Tackling three broad domains of special education, it includes information on special education law, collaboration/co-teaching in inclusive classrooms, and methods/techniques for teaching students with disabilities in inclusive settings. Offering an innovative chapter sequence, the text pairs concept chapters with case chapters to ensure readers understand core material and can apply it to real situations. A consistent five case format follows each concept chapter and highlights a variety of clinical and narrative cases.
Features
· Coverage of three broad domains includes information on special education law, collaboration/co-teaching in inclusive classrooms, and methods/techniques for teaching students with disabilities in inclusive classrooms.
· An innovative sequence that pairs content chapters with case chapters ensures readers understand the core concepts of special education (inclusion, behavior management, content-areas, etc.) and can apply them to real children, classrooms and experiences.
· Five case format presents five cases for each domain and asks readers to examine each case, problem solve how to resolve different aspects of the case and make recommendations about how to deal with core issues.
· A variety of effective techniques for teaching basic skills such as reading, writing and mathematics.
About the Author
Joseph R. Boyle is a former elementary special education teacher. In his special education classroom and other settings he taught students with mild to moderate disabilities. As a special education teacher, he has collaborated and co-taught with general education teachers and other school professionals. He received his PhD in special education from the University of Kansas. Through research at various universities, he has developed a number of classroom interventions for students with mild disabilities in the areas of reading, writing, and note taking. Boyle is currently an associate professor of special education at the Graduate School of Education at Rutgers, The State University of New Jersey. He currently teaches courses for university students in undergraduate and doctoral programs, as well as online and in other web-based formats. Boyle has coauthored three special education casebooks, a special education textbook titled Methods and Strategies for Teaching Students with Mild Disabilities, and numerous journal articles. Over the past several years, he has been involved with the Virginia Council for Learning Disabilities, as well as most recently with the national organization, Council for Learning Disabilities (CLD), serving as vice president, president, and past-president from 2005 to 2009.
Mary C. Provost is an Assistant Professor of special education and the Director of the Center of Excellence for the Advancement of New Literacies in Middle Grades at the College of Charleston. She received her BAE in specific learning disabilities, her MEd. in varying exceptionalities – multi-categorical programs, and her Ed.D. in severe disabilities from Florida Atlantic University. At the College of Charleston, Dr. Provost specializes in literacy instruction for students with disabilities, language disorders, and characteristics and procedures for working with students with intellectual disabilities. Before moving into higher education, Dr. Provost taught students with varying exceptionalities in self-contained, hospital homebound, resource, and inclusive settings. Prior to teaching in public K-12 schools, she worked for more than fourteen years in residential programs serving individuals with mental illness and/or intellectual disabilities. Dr. Provost’s current research interests involve increasing literacy performance of students with and without disabilities and inclusive practices in public K-12 schools.
Most helpful customer reviews
0 of 0 people found the following review helpful.
this book was written by someone who cant focus! ...
By Guzman
this book was written by someone who cant focus! There are so many little add ins, comments, side notes and stories it is ridiculous! very difficult to read and will never pick up again, not even as a reference.
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