Quick-Guides to Inclusion: Ideas for Educating Students with Disabilities, Second Edition

Quick-Guides to Inclusion: Ideas for Educating Students with Disabilities, Second Edition

Now for the first time ever, the bestselling, teacher-trusted Quick-Guides to Inclusion are available in a single updated and revised volume—complete with 7 all-new Quick-Guides on today's hottest inclusion topics. A must for busy K–12 teachers who need fast, friendly, and practical guidance on including students with disabilities in general education classrooms, this photocopiable sourcebook gives educators Fully revised, updated contents of all 3 popular Quick-Guide volumes. Past contributors—every one a respected inclusion expert—returned to refresh these Quick-Guides with their latest knowledge and experience. Teachers will have up-to-date snapshots of a wide array of essential inclusion topics, such as literacy, partnerships with parents, positive behavior support, and curriculum adaptations. Each of the 23 Quick-Guides includes easy-to-follow ideas, examples, and tips teachers can put to use immediately in any classroom and on any budget. - Seven brand-new Quick-Guides on critical topics. Educators will get more than 80 pages of brand-new content on teaching writing - teaching math - addressing cross-cultural issues - using universal design for learning - listening to students' perspectives - conducting community-based instruction - using simple technology to encourage participation With this convenient, user-friendly guidebook, educators will have a single resource they can turn to again and again for quick, real-world advice on all the key inclusion topics. Every teacher in an inclusive classroom should have a copy on the bookshelf! "Packed with specific practical advice and strategies for all educators. Accessible and useful, this is not a book that will sit on the shelf!" -- Liz Keefe, Ph.D. Michael F. Giangreco, Ph.D., has spent nearly 40 years working with children and adults in a variety of capacities including special education teacher, community residence counselor, camp counselor, school administrator, educational consultant, university teacher, and researcher. Dr. Giangreco received a bachelor's degree from the State University of New York-College at Buffalo and graduate degrees from the University of Vermont and the University of Virginia. He received his doctoral degree from Syracuse University and has been a faculty member at the University of Vermont since 1988. His work and educational experiences have led Dr. Giangreco to focus his research, training, and other work activities on three interrelated aspects of educating students with and without disabilities in their local general education schools: 1) individualized curriculum planning, 2) adapting curriculum and instruction, and 3) coordinating support services in schools. Dr. Giangreco is the author of numerous professional publications, including Choosing Outcomes and Accommodations for Children (COACH): A Guide to Educational Planning for Students with Disabilities, Second Edition, with Chigee J. Cloninger and Virginia Salce Iverson (Paul H. Brookes Publishing Co., 1998); the first two sets of Quick-Guides to Inclusion: Ideas for Educating Students with Disabilities (Paul H. Brookes Publishing Co., 1997, 1998); and Vermont Interdependent Services Team Approach (VISTA): A Guide to Coordinating Educational Support Services (Paul H. Brookes Publishing Co., 1996). Beginning in 1998, he collaborated with artist Kevin Ruelle to complete an unusual project consisting of three sets of educational cartoons: Ants in His Pants (Peytral Publications, 1998); Flying by the Seat of His Pants (Peytral Publications, 1999); Teaching Old Logs New Tricks (Peytral Publications, 2000). Dr. Giangreco's work has been advanced by the feedback and input of innumerable students (with or without disabilities), parents, teachers, administrators, related services providers, and other colleagues. Mary Beth Doyle, Ph.D., works for the Vermont Department of Education as Project Coordinator of Vermont's Higher Education Collaborative to increase the number of licensed special education teachers available to the state's public schools. This project is aimed at providing field-based access to higher education for teachers in rural communities around the state. A unique aspect of this project is the partnerships that have been established among the University of Vermont, Castleton State College, Johnson State College, Lyndon State College, and St. Michael's College. These higher education institutions are working together with the state Department of Education and school districts on the design and delivery of instruction as well as administrative issues to create a strategic approach to issues of limited access to higher education for teachers around the state. The majority of Mary Beth's work has focused on creating positive learning communities for all children in which adults create a sense of welcome. To this end, Mary Beth's writing and training activities focus on issues of curriculum adaptations, paraprofessional teaming, and collaboration.