Appropriate for teacher preparation and professional development special education courses, this truly modular system is aimed at increasing the skills base of students and professionals by engaging them in an interactive environment. Using WileyPLUS as the primary format, learners will have access to dynamic multimedia content specifically created to accompany the text. Each module consists of text, interactive exercises, video clips of real classroom settings, as well as skill-testing questions and evaluative tasks. Designed for maximum flexibility, these modules are available on-line, and, if desired, with an accompanying text. The material is offered in this environment for both instructors and learners in order to meet the range of needs in the modern classroom.
Opening Vignette
Disability—Whose Responsibility?
Inclusive Education: An International Priority
The Canadian Context
Defining Student and Teacher Responsibilities
Concepts of Disability
Labelling
Categorical, Non-categorical, and Cross-categorical Approaches
Service Delivery Alternatives
Special Education Classes
Resource Room or Withdrawal Models
Inclusive Classrooms
Disability Categories
Prevalence Rates
Conventions of Language
Definitions of Disability
Communication
Intellectual
Behavioural
Physical
Multiple
Summary
Glossary
Additional Resources
References
MODULE 2: Getting Ready to Teach
Opening Vignette
Section 1: Professional Self-Rating Checklists
Self-Rating Checklists 2-1 and 2-2: The Organization and Management of Instructional Time
Section 2: Classroom and Time Management Techniques that Support Instruction
Classroom Management Routines
Time Management Techniques
Section 3: Planning and Presenting Lessons
Planning the Lesson
Instructional Tools for Meeting Diverse Learner Needs
Introducing the Lesson
Presenting the Lesson
Student Interaction—Practice and Application
Completing the Lesson
Monitoring Progress
Summary
Glossary
References
MODULE 3: Creating Access to Learning
Opening Vignette
Universal Design and Universal Access
Why Use Universal Access?
Adapting Instruction
Accommodations—What Are They?
Instructional Adaptations: Accommodations vs. Modifications
Accommodations for Assessment
Distinguishing an Accommodation from a Modification: The "It's not fair" Complaint
Adaptations at the Level of the Total Class
Adaptive Questioning: Techniques to Involve all Students
Grouping Students for Instruction
Cooperative or Collaborative Learning
Adaptations that Encourage Independence of Learners
Drawing upon the Resources of Other Adults to Maximize Teaching Time
Technology as a Resource for Universal Design and Access
Adaptations at the Level of Individual Students
Teacher Talk in Effective Instructional Environments
Scaffolding
Strategy Instruction and Modelling Thinking Skills
Summary
Glossary
Additional Resources
References
MODULE 4: Assessment for Learning
Opening Vignette
Addressing Additional Needs
Assessment as a Process
Differences in Meanings of the Term "Assessment"
Assessment as Teamwork: Collaborating with Colleagues and the School Team
Roles of Resource Teachers, Classroom Teachers, and the School Team
Special Education Delivery Models
Service Delivery Models in Secondary Schools
How to Conduct Assessment for Learning
Case Studies: Using Assessment for Learning
Applying Assessment for Learning: Further Case Studies
Summary
Glossary
Additional Resources
References
MODULE 5: Programs and IEPs for Students with Additional Learning Needs
Opening Vignette
What is an IEP?
Who Needs an IEP?
Components of an IEP
The Provincial Mandate of IEPs
Developing and Implementing the IEP
AL Step 6: What You Need to Do: Planning and Instruction
AL Step 7: Did What You Chose to Do Work? Evaluating Success
Case Studies: IEPs for Students with Special Needs
Planning for Transition
Collaboration: Working Together to Deliver Appropriate Programs
Steps in Collaboration
Tools and Resources for IEPs
Summary
Additional Resources
References
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