Modifying Schoolwork

Rachel Janney, Martha E. Snell

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English

Brookes Publishing Co
30 September 2013

Educational strategies & policy

Series: Teachers' Guides to Inclusive Practices

Need quick, practical, ready-to-use guidance on teaching all students-and making appropriate modifications for kids who need extra support? Get a clear and concrete plan for K-12 inclusion in this NEW edition of the bestselling book in the Teachers' Guides to Inclusive Practices series. Packed with field-tested strategies, case studies, and planning tools, this hands-on guide will help teachers deliver effective universal instruction in core content areas and create customised adaptations and flexible supports for students with diverse needs and abilities. Teachers will learn what really works in inclusion, and they'll discover how to seamlessly weave in modifications while encouraging each student's sense of belonging.

By: Rachel Janney, Martha E. Snell
Imprint: Brookes Publishing Co
Country of Publication: United States
Edition: 3rd Revised edition
Dimensions: Height: 253mm, Width: 180mm, Spine: 13mm
Weight: 420g
ISBN: 9781598572933
ISBN 10: 1598572938
Series: Teachers' Guides to Inclusive Practices
Pages: 216
Publication Date: 30 September 2013
Audience: Primary & secondary/elementary & high school , Children's (6-12)
Format: Paperback
Publisher's Status: Active

About the Authors
About the Forms
Acknowledgments

Inclusive Education: The Big Picture
Defining Characteristics of Inclusive Education
An Organizing Framework for Schoolwide Systems of Student Support
Improving Your School's Inclusive Practices

Curricular and Instructional Practices that Promote the Inclusion and Success of All Students
Universal Design for Learning and Differentiated Instruction
Active Learning and Brain-Compatible Learning
Peer-Mediated Learning Structures
Learning Strategies
Graphic Organizers
Strategies to Increase Active Responding During Whole-Class Lessons
Collaborative Planning for Diverse Groups of Students

A Model for Creating Individualized Adaptations and Supports
What Is a Model, and Why Is It Necessary?
Creating Individualized Adaptations and Supports

Planning, Implementing, and Evaluating Individualized Adaptations and Supports for Students with Extensive Needs
Step 1: Gather and Share Information About the Student and the Classroom
Step 2: Schedule Instruction and Supports Across the Day
Step 3: Plan and Implement Instruction, with Needed Adaptations and Supports
Step 4: Plan and Implement More Specialized Teaching Strategies
Step 5: Monitor and Evaluate

Including All Students in Instruction in Core Curriculum Areas
Two Reminders: Start with Effective Teaching and Keep All Students' Goals in Mind
Reading and Written Language
Mathematics and Numeracy
Content Areas and Natural and Social Sciences
Tests and Testing Procedures
A Final Note: Do Not Reinvent the Wheel

References
Appendix A: Blank Forms
Appendix B: Resources on Creating Effective Inclusive Schools and Designing Schoolwork for Inclusive Classrooms
Index

Rachel Janney, Ph.D., has worked with children and adults with disabilities in a number of capacities, including special education teacher, camp counsellor, educational consultant, and researcher. She received her master's degree from Syracuse University and her doctorate from the University of Nebraska - Lincoln. Dr. Janney now teaches courses in special education, supervises student teachers, and coordinates the undergraduate program in special education at Radford University. She also serves as Co-director of the Training and Technical Assistance Center (T/TAC) for Professionals Serving Individuals with Disabilities at Radford University. The T/TAC, part of a statewide technical assistance network that is funded by the Virginia Department of Education, provides a variety of services and resources to special education teams in school divisions throughout southwest Virginia. Dr. Snell and coauthor Dr. Janney have conducted several research projects in inclusive schools and classrooms. The focus of these projects has been on the ways that special and general education teachers work together to design and implement adaptations and accommodations for students with disabilities placed in inclusive settings. Both authors are frequent presenters of workshops on topics related to successful inclusive education. Martha E. Snell, Ph.D., is a professor in the Curry School of Education at the University of Virginia where she has taught since 1973. Her focus is special education and, specifically, the preparation of teachers of students with mental retardation and severe disabilities and young children with disabilities. Prior to completing her doctoral degree in special education at Michigan State University, she worked with children and adults with disabilities as a residential child care worker, a teacher, and a provider of technical assistance to school and residential programs. In addition to teaching coursework at the undergraduate and graduate levels, she currently coordinates the special education program, supervises teachers in training, provides in-service training to teachers and parents in schools and agencies, conducts research, serves on the boards of several community agencies serving people with disabilities, and is an active member of the American Association on Mental Retardation and TASH (formerly The Association for Persons with Severe Handicaps).

Reviews for Modifying Schoolwork

An exemplary resource for anyone who is committed to making education better for students with varying gifts, abilities, and needs. --Judy S. Itzkowitz, Ph.D., LLC Educational Consultant (06/04/2013)