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Teaching in Today's Inclusive Classrooms


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Table of Contents

1. Teaching in Today's Inclusive Classrooms: Your Journey Begins.
2. Introducing Universal Design for Learning.
3. Policies, Practices, and Processes for Special Education and Inclusive Education.
4. Diversity in the Classroom: Learners with High-Incidence Disabilities.
5. Diversity in the Classroom: Learners with Low-Incidence Disabilities.
6. Learners with Gifts and Talents, Learners Who Are Culturally and Linguistically Diverse, and Other Learners at Risk.
7. Collaboration and Cooperative Teaching: Tools for Teaching All Learners.
8. Designing Learning That Works for All Students.
9. Assessing and Evaluating Learner Progress.
10. Selecting Instructional Strategies for Teaching All Learners.
11. Selecting Behavioral Supports for All Learners.
12. Assistive Technologies and Innovative Learning Tools.
13. Creating Literacy-Rich Environments for All Learners.
14. Developing an Understanding of Mathematics in All Learners.
15. Teaching Critical Content in Science and Social Studies to All Learners.
Appendix A: InTASC Model Core Teaching Standards.
Appendix B: Council for Exceptional Children (CEC) Initial Level Special Educator Preparation Standards.

About the Author

Debbie Metcalf has worked in partnership with Pitt County Schools and East Carolina University in Greenville, North Carolina, as a special educator and intervention specialist for Pitt County Schools. She has served as teacher-in-residence in the department of curriculum and instruction at East Carolina University for over 20 years. Currently, she teaches methods courses and works in the classroom with undergraduate preservice teachers and graduate students seeking alternative teacher certification. Metcalf holds a Master of Arts in Education degree from San Diego State University and is certified in both general and special education, including assistive technology. She became a National Board Certified Teacher in 1997. In 2004, she received the Clarissa Hug Teacher of the Year Award from the International Council for Exceptional Children. She serves on the Council for Exceptional Children board of directors and is active in the Division of International Special Education and Services. For more than three decades, Metcalf has taught students of all ages in California, New Mexico, Hawaii, Michigan and North Carolina. She continues to mentor new teachers and has frequently led staff development sessions. Her primary research areas include access to the general curriculum for students with exceptionalities, collaborative teaching models, alternate assessment models for diverse learners, curriculum design and revision, service learning and international partnerships. Richard M. Gargiulo is Professor Emeritus of special education in the department of curriculum and instruction at the University of Alabama at Birmingham. Prior to receiving his Ph.D. in educational psychology from the University of Wisconsin-Madison, he taught fourth graders and young children with intellectual disability in the Milwaukee Public Schools. Upon receiving his doctorate, he joined the faculty of Bowling Green State University in Bowling Green, Ohio, where he taught for over eight years. A teacher educator at UAB for more than three decades, Dr. Gargiulo is a frequent contributor to the professional literature and has authored or co-authored 100-plus publications, including 20 textbooks. In addition to serving as the first Fulbright Scholar in special education assigned to the former Czechoslovakia, he was twice elected as president of the Alabama Federation of the Council for Exceptional Children and is a former president of the CEC Division of International Special Education and Services as well as a past president of the CEC Division on Autism and Developmental Disabilities. Teaching, however, has always been Dr. Gargiulo's passion. In 1999 he received UAB's President's Award for Excellence in Teaching. In 2007 the Alabama Federation of the CEC honored him with the Jasper Harvey Award in recognition of being named the outstanding special education teacher educator in the state.

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