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ERIC Number: ED411650
Record Type: Non-Journal
Publication Date: 1997
Pages: 550
Abstractor: N/A
ISBN: ISBN-0-205-19954-2
Teaching Mainstreamed, Diverse, and At-Risk Students in the General Education Classroom.
Vaughn, Sharon; Bos, Candace S.; Schumm, Jeanne Shay
Designed for general education teachers, this book contains more than 40 specific learning activities and sample lessons for immediate practical applications in the inclusive classroom. The book is organized into three major sections. The first section, "Mainstreaming and Inclusion Strategies for Classroom Teachers," addresses issues regarding mainstreaming, inclusion, and laws, and then provides guidelines and suggestions for how teachers can orchestrate their classrooms for students with special needs. It includes strategies for planning, grouping, managing the classroom, and working collaboratively with parents and professionals. The second section, "Teaching Students with Disabilities and Diverse Needs," addresses the education of students with disabilities, including learning disabilities, attention deficit disorders, communication disorders, mental retardation and severe disabilities, visual impairments, hearing impairments, physical disabilities, and health impairments. The latter part of this section focuses on teaching students who are culturally and linguistically diverse, students at-risk, and gifted or talented students. Instructional practices and specific accommodations are presented in each of the chapters. The third section, "Curriculum Adaptations for Special Learners," provides specific instructional practices for curricular areas, including reading, writing, mathematics, and content area learning. An appendix includes 24 activities for teaching self-advocacy, learning strategies, and study skills to older students. (Contains over 1,000 references.) (CR)
Allyn & Bacon Inc., 160 Gould St., Needham Heights, MA 02194.
Publication Type: Books; Guides - Classroom - Teacher
Education Level: N/A
Audience: Practitioners; Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
IES Cited: ED508343