SPECIAL EDUCATION 361
METHODS AND
MATERIALS FOR TEACHING STUDENTS
WITH
MILD/MODERATE DISABILITIES
Fall 2006
Instructor
|
Joy T.
Hines, Ph.D.
|
Office location
|
TEC 232 F |
Work Phone
|
985-549-2407
|
Home Phone
|
985-748-2692
|
|
FAX |
985-549-5009 |
|
Email |
jhines@selu.edu
|
Office Hours
|
Tuesday 9
am – 11 am, Wednesday 9 am – 1 pm, Thursday 9 am – 11 am & 2
pm – 4 pm, Or by appointment |
Course Description:
This course
deals with the methods of teaching academic subjects to students
with mild/moderate disabilities. It provides practice in
selecting goals and objectives, task analysis, preparing
developmentally and academically sequenced materials and
evaluating intended learning outcomes. Course will also include
techniques for teaching learning strategies and promoting
transitions. Two hours lecture and two hours of laboratory per
week.
Required Text:
Bos, C. S., &
Vaughn, S. (2006). Teaching students with learning and
behavior
problems
(6th ed.). Boston: Allyn and Bacon.
Prerequisites:
SPED 365 and EDUC 304 or EDUC 308 depending on the area of
certification (can be taken concurrently) and concurrent
enrollment in SPED 440. Full SARTE status.
Conceptual Framework:
In order to
successfully plan, develop, and implement curricula to meet the
needs of diverse learners in today’s world and to prepare
students for the future, the College of Education and Human
Development (COEHD) has identified four critical components of
The Effective Educator: professional standards (PS),
knowledge of the learner (KL), strategies and methods (SM), and
content knowledge (CK).
Diversity (D)
and Technology (T) are included in the assessment process
as themes that are integrated throughout all programs in the
educational unit.
Course Objectives:
After completing this course, students
will have demonstrated their understanding of the following
competencies by their performance on the midterm and final
examinations and by their successful completion of the course
requirements.
1.
Models, theories, and philosophies that form the basis for
special education practices. (CC:1,K1) (PS, SM)
2.
Historical points of view and contribution of culturally diverse
group. (CC:1,K7) (KL)
3.
Typical and atypical human growth and development. (CC:2,K1) (KL,
CK)
4.
Similarities and differences among individuals with and without
exceptional learning needs. (CC:2,K4) (KL)
5.
Similarities and differences among individuals with exceptional
learning needs. (CC:2,K5) (KL)
6.
Effects an exceptional condition(s) can have on an individual’s
life. (CC:3,K1) (KL, SM,CK)
7.
Impact of learners’ academic and social abilities, attitudes,
interests, and values on instruction and career development.
(CC:3,K2) (KL, SM,CK)
8.
Differing ways of learning of individuals with exceptional
learning needs including those from culturally diverse
backgrounds and strategies for addressing these
differences.(CC:3, K5) (KL,SM,CK)
9.
Demands on learning environments. (CC:5,K1) (KL, SM,CK)
10.
Effective management of teaching and learning. (CC:5,K3) (KL,
SM, CK)
11.
Teacher attitudes and behaviors that influence behavior of
individuals with exceptional learning needs. (CC:5,K4) ( KL,
SM, CK)
12.
Effects of cultural and linguistic differences on growth and
development. (CC:6,K1) (KL, SM, CK)
13.
Characteristics of one’s own culture and use of language and the
ways in which these can differ from other cultures and uses of
languages. (CC:6,K2) (KL, SM, CK)
14.
Augmentative, alternative, and assistive communication
strategies. (CC:6,K4) (KL,SM, CK)
15.
Theories and research that form the basis of curriculum
development and instructional practices. (CC:7,K1) (PS, KL, CK,
SM)
16.
Scope and sequences of general and special curricula. (CC:7,K2)
(PS, SM, CK)
17.
National, state, or provincial, and local curricula standards.
(CC:7,K3)(PS, CK, SM)
18.
Technology for planning and managing the teaching and learning
environment. (CC:7,K4) (SM, CK, KL)
19.
.Personal cultural biases and differences that affect one’s
teaching. (CC:9:K1) (KL, SM)
20.
Importance of the teacher serving as a model for individuals
with exceptional learning needs. (CC:9, K2) (PS,KL, SM, CK)
21.
Continuum of lifelong professional development. (CC:9,K3) (PS,
KL, SM,CK)
22.
Methods to remain current regarding research-validated practice
(CC:9,K4) (PS, KL, SM, CK)
23.
Models and strategies of consultation and collaboration (CC:10,
K1) (SM)
24. Roles
of individuals with exceptional learning needs, families, and
school and community personnel in planning of an individualized
program (CC:10, K2) (KL, CK, SM)
25.
Impact of disabilities on auditory and information processing
skills. (GC:3, K1) (KL, CK, SM)
26.
Specialized materials for individuals with disabilities (GC:4,
K1) (KL,SM)
27.
Strategies to prepare for and take tests (GC:4, K2) (SM)
28.
Advantages and limitations of instructional strategies and
practices for teaching individuals at-risk for a disability
(GC:4, K3) (KL, SM)
29.
Prevention and intervention strategies for individuals at-risk
for a disability (GC:4, K4) (CK,KL,SM)
30.
Strategies for integrating student initiated learning
experiences into ongoing instruction (GC:4, K5) (SM,CK)
31.
Methods of increasing accuracy and proficiency in math (GC:4,
K6) (CK,KL,SM)
32.
Methods for guiding individuals in identify and organizing
content (GC:4, K7) (CK,KL,SM)
33.
Methods for ensuring individual academic success in one-to-one,
small group, and large-group settings (GC:5, K3)
34.
Impact of language development and listening comprehension on
academic and non-academic learning of individuals with
disabilities (GC:6, K1) (KL, SM)
35.
Integrate academic instruction and behavior management for
individuals and groups with disabilities (GC:7, K1) (KL,SM)
36. Model
Career, vocational, and transition programs for individuals with
disabilities (GC:7, K2) (SM)
37.
Relationships among disabilities and reading instruction (GC:7,
K4) (CK,KL,SM)
38.
Organizations and publications relevant to individuals with
disabilities (GC:9, K2) (SM)
39.
Co-planning and co-teaching methods to strengthen content
acquisition of individuals with learning disabilities (GC:10,
K4) (SM)
Learner Outcomes:
By the
conclusion of this course, the student will be able to:
1.
Use strategies to facilitate integration into various settings.
(CC:4,S1) (SM, CK)
2.
Use strategies to facilitate maintenance and generalization of
skills across learning environments. (CC:4,S4) (SM, CK)
3.
Use procedures to increase the individual’s self-awareness,
self-management, self-control, self-reliance, and self-esteem.
(CC:4,S5) (SM,CK)
4.
Use strategies that promote successful transitions for
individuals with exceptional learning needs. (CC:4,S6) (SM,CK)
5.
Identify supports needed for integration into various program
placements. (CC:5,S3) (KL, SM,CK)
6.
Design learning environments that encourage active participation
in individual and group activities. (CC:5,S4) (SM,CK,KL)
7.
Establish and maintain rapport with individuals with and without
exceptional learning needs. (CC:5,S7) (SM,CK) -
Product
8.
Use strategies to support and enhance communication skills or
individuals with exceptional learning needs. (CC:6,S1) (KL,
SM,CK) -Product
9.
Use communication strategies and resources to facilitate
understanding of subject matter for students whose primary
language is not the dominant language. (CC:6,S2) (SM,CK, KL) -Product
10.
Develop comprehensive, longitudinal individualized programs.
(CC:4,S3) (SM,CK)
11.
Identify and prioritize areas of general education curriculum
and accommodations for individuals with exceptional learning
needs. (CC:7,S1) (,PS,KL,SM,CK)
12.
Develop and implement comprehensive, longitudinal individualized
programs in collaboration with team members. (CC:7,S2) (KL,SM,CK)
-
Product
13.
Involve the individual and family in setting instructional goals
and charting progress. (CC:7,S3) (SM,CK, KL)
14.
Use task analysis. (CC:7,S5) (SM,CK)
15.
Sequence, implement, and evaluate individualized learning
objectives, (CC:7,S6)(KL,SM,CK) -Product
16.
Develop and select instructional content, resources, and
strategies that respond to cultural, linguistic, and gender
differences. (CC:7,S8)(SM, CK, KL) -Product
17.
Incorporate and implement instructional and assistive technology
into the educational program. (CC:7,S9)(SM,CK) -
Product
18.
Prepare lesson plans. (CC:7,S10)(PS,SM,CK,KL) -Product
19.
Prepare and organize materials to implement daily lesson plans.
(CC:7,S11)(PS,SM,CK, KL) -
Product
20.
Use instructional time effectively. -Product (CC:7,S12)(KL,SM,CK)
21.
Make responsive adjustments to instruction based on continual
observations. (CC:7,S13)(SM, KL, CK) -Product
22.
Practice within the CEC Code of Ethics and other standards of
the profession (CC:9, S1) (SM)
23.
Uphold high standards of competence and integrity and exercise
sound judgment in the practice of the profession (CC:9, S2)
(SM)
24.
Act ethically in advocating for appropriate services (CC:9, S3)
(SM)
25.
Conduct professional activities in compliance with applicable
laws and policies (CC:9, S4) (SM)
26.
Demonstrate commitment to developing the highest education and
quality-of-life potential of individual with exceptional
learning needs. (CC:9,S5)(SM)
27.
Demonstrate sensitivity for the culture, language, religion,
gender, disability, socio-economic status, and sexual
orientation of individuals (CC:9, S6) (KL, SM)
28.
Practice within one’s skill limit and obtain assistance as
needed. (CC: 9, S7) (SM)
29.
Use verbal, nonverbal, and written language effectively (CC:9,
S8) (SM) -
Product
30.
Conduct self-evaluation of instruction (CC:9, S9) (SM) -
Product
31.
Access information on exceptionalities (CC:9, S10) (KL, CK, SM)
-
Product
32.
Reflect on one’s practice to improve instruction and guide
professional growth (CC:9, S11) (PS, CK,KL, SM) -
Product
33.
Engage in professional activities that benefit individuals with
exceptional learning needs, their families, and one’s
colleagues. (CC: 9, S12) (SM) -
Product
34.
Maintain confidential communication about individuals with
exceptional learning needs (CC:10, S1) (SM)
35.
Use group problem solving skills to develop, implement and
evaluate collaborative activities. (CC:10, S7) (KL,CK, PS,SM)
36.
Use group techniques and coach others in the use of
instructional methods and accommodations (CC:10, S8) (CK,KL,SM,
PS) -
Product
37.
Relate levels of support to the needs of the individual
(GC:3,S1)(KL,SM)
38.
Use research-supported methods for academic and non-academic
instruction of individuals with disabilities
(GC:4,S1)(PS,CK,KL,SM)
39.
Use strategies from multiple theoretical approaches for
individuals with disabilities (GC: 4, S2) (PS,CK,KL,SM)
40.
Teaching strategies and study skills to acquire academic content
(GC:4,S3) (SM)
41.
Use reading methods appropriate to individuals with disabilities
(GC:S4)(SM) -
Product
42.
Use methods to teach mathematics appropriate to the individuals
with disabilities (GC:4, S5) (SM, KL) -Product
43.
Modify pace of instruction and provide organizational
cues.(GC:4,S6)(SM,CK)
44.
Use appropriate adaptations and technology for all individuals
with disabilities (GC:4, S7) (SM,KL,CK)
45.
Resources, and techniques to transition individuals with
disabilities into and out of school and post-school environment
(GC:4, S8) (CK,KL,SM)
46.
Identify and teach basic structures and relationships with and
across curricula (GC:4, S10) (CK,SM) -Product
47.
Use instructional methods to strengthen and compensate for
deficits in perception, comprehension, memory, and retrieval
(GC:4, S11) (KL,CK,SM) -Product
48.
Use responses and errors to guide instructional decisions and
provide feedback to learners (GC:4, S12) (KL,CK,SM)
49.
Identify and teach essential concepts, vocabulary, and content
across the general curriculum (GC:4, S13) (KL,CK,SM) -Product
50.
Implement systematic instruction in teaching reading
comprehension and monitoring strategies (GC:4, S14) (CK,SM) -Product
51.
Teach strategies for organizing and composing written products
(GC:4, S15) (CK,SM) -Product
52.
Implement systematic instruction to teach accuracy, fluency, and
comprehension in content area reading and written language
(GC:4, S16) (CK,KL,SM) -Product
53.
Provide instruction in community-based settings (GC:5, S1) (SM)
54.
Use and maintain assistive technology (GC:5, S2) (KL,SM)
55.
Plan instruction in a variety of educational settings
(GC:5,S3)(KL,CK,SM)
56.
Enhance vocabulary development (GC:6, S1) (KL,CK,SM)
57. Teach
strategies for spelling accuracy and generalization (GC:6,S2)(SM)
58. Teach
individuals with disabilities to monitor for errors in oral and
written language (GC:6, S3) (KL,CK,SM)
59. Teach
methods and strategies for producing legible documents (GC:6, S4)
(CK,KL,SM)
60. Plan
instruction on the use of alternative and augmentative
communication systems (GC:6, S5) (CK, KL,SM)
61. Select
and use specialized instructional strategies appropriate to the
abilities and needs of the individual (GC:7, S2) (CK,KL,SM)
62. Plan
and implement age and ability appropriate instruction for
individuals with disabilities. (GC:7, S3) (KL,CK,SM)
63. Select
design, and use technology, materials and resources required to
educate individuals whose disabilities interfere with
communication (GC:7, S4) (KL,CK,SM)
64. Design
and implement instructional programs that address independent
living and career education for individuals (GC:7, S6)(KL,CK,SM)
65.
Participate in the activities of professional organizations
relevant to individuals with disabilities (GC:9, S1) (SM)
66. Use
local, community, and state and provincial resources to assist in
programming with individuals with disabilities (GC:10, S1) (SM)
67.
Select, plan, and coordinate activities of related services
personnel to maximize direct instruction for individuals with
disabilities (GC:10, S2) (SM)
68.
Collaborate with team members to plan transition to adulthood that
encourages full community participation. (GC:10, S4) (SM)
ARTIFACTS
APPROPRIATE FOR PORTFOLIOS:
Lesson Plans:
Performance Outcomes – 1.1 Planning, .2.2 Time Management, 3.1
Strategies, 3.2 Content Knowledge, 3.3 Thinking/Problem Solving,
3.4 Individual Differences, 3.5 Connections, 3.6 Real World
Profession
Development Activities – Performance Outcome 4.1 Professional Growth
Professional
Attributes and Characteristics Rating Scale/Lesson Plan Reflection
– Performance Outcome 4.2 Self-Development
ACTIVITIES:
1.
PEER TEACHING LESSONS - 2 @ 25 points each = 50 points
Each candidate will participate 2 peer teaching episodes
demonstrating specific strategies discussed in the course. These
small teaching episodes will be presented to the other candidates
enrolled in the course and videotaped by the instructor for peer
and self-critiques.
**Must be present
BOTH teaching days. This assignment CANNOT be made up**
2. VIDEOTAPED LESSON: 50 Points
Students enrolled in SPED 361 are required
to videotape themselves teaching a 30 minute lesson to a group of
students in their field placement. The videotaped lesson will be
a reading lesson (this must include vocabulary and reading
comprehension)(GC:6, S1).
3.
FIELD LESSON OBSERVATION/EVALUATION 100 points:
A prescheduled
30 minute lesson will be observed and evaluated according to
the Louisiana Components of Effective Teaching (CC:7,
S5,S6,S8). Each candidate must earn 80% on the evaluation
tool or a 2nd observation will be conducted. The
average of these two scores will be calculated for assignment
grade and an overall 80% must be earned in order to pass the
course. **Prior notification and written verification is
needed to reschedule field observation**
4.
ASSISTIVE TECHNOLOGY PLANNING GUIDE 10 points
The candidates will complete an Assistive
Technology Planning Guide used to incorporate AT into the
educational program (See format on Blackboard in Course
Information) for a target student in the their field placement.
The candidate will provide a brief description and justification
on the target student selected. (CC:7,S9)(GC:5,S2)
5. CLASS PARTICIPATION and
DISCUSSION FORUMS 50 points
Each candidate will participate in class
assignments, blackboard assignments, and discussion forums based
on, but not limited to the following topics: Transition to
Adulthood (CC:4,S6)(GC;4,S8)9GC:5, S1)(GC:7,S6)(GC:10,S4);
Alternative/Augmentative Communication (CC:6,S2)(GC:6,
S5)(GC:7,S4); Grading.
6.
PROFESSIONAL ATTRIBUTES AND CHARACTERISTIC RATING SCALE 10 points
will be completed at the end of the semester by the supervising
teacher. (CC:9,S1,S2,S3,S4,S5) (CC:10,S)
7.
PROFESSIONAL DEVELOPMENT ACTIVITIES 2 @ 10 points each = 20 points
Candidates will
participate in at least two professional development activities
and/or organizations (Examples: KDP IEP Night, SCEC Halloween
Dance, Dyslexia Simulation Night; other ideas will be accepted if
permission is secured by the instructor prior to the
event/activity) designed to benefit individuals with
exceptionalities. Candidate will write a 1-page reflection on the
activity and their professional growth. Verification from
the activity must be provided. (CC: 9, S11, S12)(GC;9, S1)
8. LESSON
PLANS 5 @ 20 points each (100 points):
Each student will submit 5 lesson plans using format provided by
instructor.
9.
TRANSITION PLAN 10 points: The candidates will complete a transition plan based on
individualized needs (See format on Blackboard in Course
Information) of a target student in the their field placement.
The candidate will provide a brief description and justification
on the target student selected.
10.
EXAMINATIONS:
2 Examinations:
Mid-Term Exam – 50 pts; Final Exam – 50 pts
FIELD EXPERIENCES:
Hours: 30 – in an assigned mild/moderate public
school setting
Type: Direct teaching (small group, large
group, whole class, one on one tutoring)
Documentation:
time log verified by supervising teacher and uploaded on
Pass-Port, factual description of direct teaching hours,
evaluation based on Louisiana’s Components of Effective Teaching,
and Professional Attributes and Characteristics Rating Scale
ABSENCES/TARDIES:
Attendance is
crucial for an understanding of the material and is required for
all classes.
If the student is sick and unable to take
an exam, the student will not be penalized if a verifiable note
from a doctor is presented. Under this condition, a make-up exam
can be taken at a time designated by the instructor.
Each student is
responsible for ALL chapter readings, class lectures, activities,
discussions and tests.
LATE WORK/MAKE-UP WORK
UNLESS PRIOR APPROVAL IS GRANTED FROM
THE INSTRUCTOR, ALL ASSIGNMENTS MUST BE TURNED IN AT THE BEGINNING
OF CLASS ON OR BEFORE THE ASSIGNED DATE. ANY ASSIGNMENT NOT
SUBMITTED ON TIME WILL RESULT IN A ZERO ON THE ASSIGNMENT.
MAKE-UP EXAMINATIONS WILL NOT BE GIVEN
unless prior approval and arrangements have been made. To be
excused from any of the assignment due dates, ADVANCED
permission must be obtained from the instructor or a score of 'O'
will result.
UNLESS PRIOR APPROVAL IS GRANTED FROM
THE INSTRUCTOR, ALL ASSIGNMENTS MUST BE TURNED IN AT THE BEGINNING
OF CLASS ON OR BEFORE THE ASSIGNED DATE. ANY ASSIGNMENT NOT
SUBMITTED ON TIME WILL RESULT IN A ZERO ON THE ASSIGNMENT.
WORK SAMPLES:
The instructor may choose to keep Samples of candidate work (e.g.,
student assignments, projects, etc.) as exemplars for program
accreditation purposes. All identifying information will be
removed when specific work samples are used. Students are advised
to keep a back-up copy of all work submitted.
PROGRAM RETENTION
-
Students will
be permitted to enroll in any Education and Educational
Psychology course only twice.
-
Students will
be permitted to repeat only two Education and
Educational Psychology courses.
GRADE CALCULATIONS:
|
Grading
Procedures: |
Grading Scale:
|
|
Lesson
Plans 100 points
|
A = 100% -
93%
|
|
Videotaped
lesson 50 points |
B = 92% -
85%
|
|
Mid-term
exam 50 points |
C = 84% -
77%
|
|
Class
participation & 50 points
Discussion
forums |
D = 76% -
69%
|
|
Professional
Attributes 10 points
Scale |
F = below
69%
|
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LAST
DAY TO WITHDRAW FROM CLASS:
The last day to WITHDRAW from this course is October
20, 2006. If you choose this action, it is YOUR
responsibility to do so. The instructor will not do this for you.
Students are responsible for completing required forms when they
find it necessary to discontinue University work prior to the end
of the semester. Failure to do so will result in a grade of "F" in
the course.
Policies:
CELL PHONE
POLICY:
All cell phones,
beepers, etc. must be turned off prior to the beginning of class
unless arrangements have been made with the instructor prior to
the beginning of class.
CHILDREN in the
CLASSROOM:
Per Southeastern
Louisiana University policy, children are not allowed to attend
classes at any time.
ACCOMMODATIONS: If you are a
qualified student with a disability seeking accommodations under
the Americans with Disabilities Act, you are required to
self-identify with the Office of Disability Services, Room
203, Student Union. No accommodations will be granted without
documentation from the Office of Disability Services.
PROFESSIONAL
STANDARDS OF BEHAVIOR: Students are expected to maintain professional standards of behavior at
all times when fulfilling course requirements. Thought should be
given to appropriate attire during visits to school setting
requirements. Confidentiality should be maintained at all times.
Free discussion,
inquiry, and expression are encouraged in this class. Classroom
behavior that interferes with either (a) the instructor's ability
to conduct the class or (b) the ability of students to benefit
from the instruction is not acceptable, e.g. routinely entering
late or leaving early, use of beepers, cell phones, talking during
class presentations, etc.
Classroom
behavior which is deemed inappropriate and cannot be resolved by
the student and the faulty member may be referred to the Office of
Judicial Affairs for administrative or disciplinary review as per
the Code of Student Conduct (see
http://www.selu.edu/StudentAffairs/Handbook ).
EMAIL:
All email
communication must be conducted via the Southeastern email
address per University policy.
ACADEMIC
INTEGRITY:
Students are
expected to maintain the highest standards of academic integrity.
Behavior that violates these standards is not acceptable. For
example: unauthorized material, communication with fellow students
during an exam, attempting to benefit from the work of another
student and similar behavior that defeats the intent of an exam or
other class work. Cheating on exams, plagiarism, improper
acknowledgment of sources in essays and the use of a single essay
or paper in more than one course without permission are considered
very serious offenses and shall be grounds for disciplinary action
as outlined in the current General Catalogue.
PLAGIARISM:
Students agree by taking this course that all required papers may
be subject to submission for textual similarity to Turnitin.com
for the detection of plagiarism. All submitted papers will be
included as source documents in the Turnitin.com reference
database solely for the purpose of detecting plagiarism of such
papers. Use of Turnitin.com service is subject to the Terms and
Conditions of Use posted on the Turnitin.com website.
STUDENT TEACHING AND GRADUATION POLICIES
Praxis Requirement--- Fall
Semester 2003 and After
(page 201
of the 2003-2004 catalog)
Student
teachers and interns must successfully pass all required
parts of the Praxis prior to student teaching or an internship
effective with the Fall Semester 2003. This includes the test
titled Principles of Learning and Teaching (PLT) for all majors
and the Specialty/Content test when required in the major field.
All students majoring in special
education will now be required to take two (2) PRAXIS exams to
become fully certified in mild/moderate disabilities. The tests
are: SPED Content – Test #0353; SPED PLT – Test #0542.
Student Teaching Requirements
for Elementary and Secondary Education
Refer to the
web page for the Office of Performance Assessment:
www.selu.edu/Academics/Education/opa.htm
Portfolio
Requirement
(pages 198 and 201 of the 2003-2004 catalog)
Students who
completed EDUC 202 in the Fall Semester 2001 or after are required
to complete an Introductory Level Portfolio and a Developing Level
Portfolio prior to student teaching/internship and receive a
satisfactory /exemplary rating.
During the
student teaching/internship semester, student teachers/interns
must complete a Competency Level Portfolio. The Competency Level
Portfolio must receive a satisfactory/exemplary rating for the
student teacher to graduate and/or the intern/alternate
certification student to receive certification.
Important Reminders
-
Do not
wait until the last test date prior to student teaching to
schedule the PLT and Specialty/Content tests.
-
Attend a
workshop presented by the Teacher Development Center prior to
taking the PLT.
-
Remember to
code Southeastern (RA 6656) to send your official scores
to the College of Education and Human Development Dean’s
office. The Dean’s office must have original copies.
-
Include your
social security number on all Praxis registration forms.
Knowledge Base
Giangreco, M. F.
(1997). Quick- guides to inclusion: Ideas for educating
students with
disabilities.
Baltimore : Brookes.
Giangreco, M.F.
(1998). Quick- guides to inclusion 2 : Ideas for educating
students with
disabilities.
Baltimore : Brookes.
Hammeken, P. A.
(1997). Inclusion : 450 strategies for success.
Minnetonka, MN : Peytral Publications, Inc.
Hoover, J. J., &
Patton, J. R. (1997). Curriculum adaptations for students with
learning
and behavior
problems.
Austin, TX: ProEd.
Janney, R., &
Snell, M. (1999). Modifying schoolwork. Baltimore :
Brookes.
Kuzmeskus, J.
(Ed.) (1996). We teach them all. Columbus, OH : Stenhouse.
Meese, R. L.
(2001). Teaching learners with mild disabilities:
Integrating research and
practice.
Belmont, CA: Wadsworth.
Putnam, J. W.
(1998). Cooperative learning and strategies for
inclusion: Celebrating
diversity in the
classroom
(2nd ed.). Baltimore: Brookes.
Rathvon, N. (1999).
Effective school interventions : Strategies for enhancing academic
achievement and
social competence.
New York ; Guilford.
Ruetzel, D. R., &
Cooter, Jr., R. B. (1999). Balanced reading strategies and
practices:
Assessing and
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