Inclusive Instruction for Students with Emotional and Behavioral Disorders

doi:10.5771/9781498596435

Inclusive Instruction for Students with Emotional and Behavioral Disorders

Pulling Back the Curtain

1. Edition 2020

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doi.org/10.5771/9781498596435
ISBN print: 978-1-4985-9642-8
ISBN online: 978-1-4985-9643-5
Lexington, Lanham Lexington, Lanham

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Abstract

Inclusive Instruction forStudents with Emotional and Behavioral Disorders: Pulling Back the Curtain discusses the challenges of the increasingly common practice of educating students with disabilities in general education classrooms, citing that these challenges are often due to the fast pace of instruction, the emphasis on advanced concepts and skills that align with college and career-readiness standards, and the presence of poorly developed prerequisite skills that are necessary for traditional academic success. This book posits that these challenges are particularly salient to the education of students receiving special education services for emotional disturbance (ED), as students with ED have pervasive learning and behavioral difficulties that are often resistant to typical instruction and intervention. Contributors argue that despite increased awareness and application of inclusive mindsets, school and post-school outcomes for this student population continue to be a national concern in the United States. In this book, contributors provide recommendations for improving the manner in which schools serve this student population through inclusive measures, along with resources for administrators, teachers, and parents/guardians, that emphasize the provision of a free appropriate public education for students with ED. Scholars of education, disability studies, and psychology will find this book particularly useful.

Schlagworte

behavioral disorders academic instruction inclusion special education emotional disorders emotional disturbance

Chapter Expand | CollapsePage
Preface
- Contents
1–4 Chapter 1 Introduction 1–4
5–16 Chapter 2 Free Appropriate Public Education 5–16
17–30 Chapter 3 Practices for Improving Academic Achievement 17–30
31–40 Chapter 4 Explicit Vocabulary Instruction in the Inclusive Classroom 31–40
41–48 Chapter 5 Use of Graphic Organizers to Improve Academic Content Acquisition 41–48
49–62 Chapter 6 Writing Strategies for Elementary Age Students with Emotional Disturbance 49–62
63–72 Chapter 7 Inclusive Mathematics Practices for Students with Emotional Disturbance 63–72
73–82 Chapter 8 Differentiation of Instruction for Students with Emotional Disturbance 73–82
83–92 Chapter 9 Using Technology to Support Inclusive Instruction 83–92
93–108 Chapter 10 Daily Progress Reports and Behavioral Contracts to Support Inclusive Education 93–108
109–116 Chapter 11 Function-Based Thinking to Support Inclusive Instruction 109–116
117–130 Chapter 12 Trauma-Informed Support 117–130
131–138 Chapter 13 False Promise of Learning Styles-Based Instruction 131–138
139–150 Chapter 14 Progress Monitoring in the Inclusive Classroom 139–150
151–166 Chapter 15 Collaboration in Inclusive Instruction 151–166
167–180 Chapter 16 Abandoning Readiness 167–180
181–184 Chapter 17 Closing Commentary 181–184
185–204 References 185–204
205–212 Index 205–212
213–214 About the Authors 213–214
215–216 About the Contributors 215–216

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