Teaching Students who are Exceptional, Diverse, and at Risk in the General Education Classroom

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Pearson Allyn & Bacon, 2007 - Education - 562 pages
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Based on the belief that even small accommodations make a difference in the success of students with disabilities, this text provides classroom teachers with the knowledge, tools, and practical strategies that will empower them to spark learning in every student.

From students with disabilities, culturally diverse students, and students with limited English proficiency to economically disadvantaged students Vaughn/Bos/Schumm provides teachers with the tools they need in their diverse classrooms. Revised to reflect recent changes in the law (IDEA 2004 & No Child Left Behind) and current terminology, the strength of the book continues to be its numerous learning activities and sample lessons addressing both elementary and secondary classrooms. This edition continues its very popular multi- chapter unit on curriculum adaptations with specific strategies and activities for teaching reading, writing, mathematics, content areas, and study skills, which has been further strengthened by a new capstone chapter on teaching self-advocacy, study skills and strategies. The strong emphasis on professional planning and collaboration make it an excellent resource for all teachers.

The newest edition features a new chapter on Autism; a new chapter on Developing Independence in Learning; an all new "Tech Tips" features that has received rave reviews; a revised chapter "Managing Student Behavior" that emphasizes school-wide behavior management and positive behavioral support; an expanded chapter on "Collaborating and Coordinating with Other Professionals and Family Members" with increased coverage of co-teaching; a revised chapter on "Planning and Grouping Strategies for Special Learners" that reflects an increased emphasis on grouping; and expanded coverage of secondary education via chapter-opening interviews, new photos, and new examples throughout the text.

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Contents

chapter
2
Special Education and Inclusive Schooling
12
Rehabilitation Act 4 of IDEA
24
Copyright

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About the author (2007)

Jeanne Shay Schumm joined the University of Miami faculty in 1988 and became department chair in 1998. She received the Vice President s Service Award in 1992. A former elementary teacher, Schumm earned her Ph.D. in reading from the university, and has since attended numerous professional development workshops on research, literacy, and grants administration. Currently she serves as Professor-in-Residence at Henry S. West Laboratory School. She has written and contributed to several books, including School Power, Handbook for the K-12 Reading Resource Specialist, How to Help Your Child with Homework, and Promising Practices in Urban Reading Instruction. She recently edited a textbook entitled, Reading Assessment and Instruction for All Learners. Her professional articles include Grouping Suggestions for the Classroom: What Do Our Basal Reading Series Tell Us? in Reading Research and Instruction. Schumm has served as co-principal investigator of numerous studies, including Project RESSULTS (Reading Endorsement Supports Scientific Up-to-Date Language Teaching Strategies), Project Succeed (Teacher Quality Enhancement Grant), and South Florida Annenberg Challenge Program Evaluation. She is currently conducting research as part of an ongoing tutorial program, UM STARS. She has served on the editorial advisory boards of The Reading Teacher, Learning Disabilities Research and Practice, Journal of Developmental Education, and Reading Research and Instruction. Schumm is also a member of the International Reading Association, Council for Exceptional Children, Florida Reading Association, and National Reading Conference.

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