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Instructor’s Resource Manual and Test Bank
for
us
Creating Inclusive Classrooms: Effective,
Differentiated and Reflective Practices
Eighth Edition
st
Spencer J. Salend
State University of New York at New Paltz
Prepared by:
uv
Marya Grande
Canisius College
ia
Boston Columbus Indianapolis New York San Francisco Upper Saddle River
Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto
Delhi Mexico City São Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo
1
@Aplusstuvia
, Chapter 1: Understanding Inclusion
Chapter Overview
Chapter 1 introduces the concepts of special education, inclusion, evidence-based education and the least
restrictive environment; the philosophical principles that guide this book; the factors that contributed to the growth
of inclusion; and the current research on the impact of inclusion on students, teachers, and families.
@A
Chapter Objectives
After reading this chapter, students will have the knowledge, skills, and dispositions to:
• Define the concepts of special education, evidence-based education, inclusion and the least restrictive
environment;
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• Explain the relevant and evolving principles, theories, philosophies, events, laws, court cases, policies, and
factors that have influenced and continue to inform the field of special education and its current
professional practices and the movement to educate students in inclusive classrooms; and
• Summarize the research on the impact of inclusion on students, educators, and families.
On
Demand Introductory Text Discussion Question
us
Learning
1.1 View the video to learn more about how the What would Bernard Carabello’s life be had he
education and treatment of individuals with stayed in Willowbrook? if he had an inclusive
disabilities has undergone a transformation from the education like Mary?
segregation and dependence that defined Marie’s
life to the inclusion and advocacy that typifies
Mary’s life.
1.2 View this this video to learn more about creating What roles did the teachers and students perform
st
secondary inclusive classrooms. in their classroom?
1.3 Read this document to learn more about creating How are the four principles of inclusion
elementary inclusive classrooms. implemented?
1.4 View the video to learn more about universal design What are the three UDL principles?
for learning (UDL).
1.5 View the video to learn more about the advocacy How did the advocacy of people with disabilities
roles played by individuals with disability, and what change society’s and your perceptions of
it means to be an individual with a disability. disability?
uv
1.6 View the video to learn more about the What are the major curricular and instructional
implementation of the Common Core Standards for aspects that are integral parts of the Common
English Language Arts and Literacy and Core Standards for English Language Arts and
Mathematics at the elementary level. Literacy and Mathematics and how will these
aspects impact your students and your teaching
in your inclusive classroom?
1.7 View the video to learn more about the What are the major curricular and instructional
ia
implementation of the Common Core Standards for aspects that are integral parts of the Common
English Language Arts and Literacy and Core Standards for English Language Arts and
Mathematics at the secondary level. Literacy and Mathematics and how will these
aspects impact your students and your teaching
in your inclusive classroom?
1.8 View the video to learn more about the education of What would the education of individuals with
individuals with disabilities prior to and after the disabilities be like without the passage of the
passage of the Individuals with Disabilities IDEA?
Education Act.
1.9 Read the document to learn more about the Is the research consistent with your experiences
4
@Aplusstuvia
, research on the impact of inclusive education regarding the impact of inclusion on the
placements on the academic and social performance academic and social performance students with
of elementary and/or secondary level students with disabilities?
disabilities, respectively.
1.10 Learn more about the impact of inclusion by How did being in an inclusive school impact this
reading about the reactions of a secondary student student’s academic, social, and behavioral
with a disability to being in an inclusive school. progress and self-esteem?
@A
1.11 View this video to learn more about the experiences How did being in an inclusive school impact this
of elementary students with disabilities in inclusive student’s academic, social, and behavioral
classrooms. progress and self-esteem?
1.12 Read the document to learn more about the research What are the implications of this research for
on the impact of inclusive education placements on creating your inclusive classroom?
the academic and social performance of elementary
and/or secondary level students without disabilities,
respectively.
pl
Chapter Outline
Marie and Mary (Chapter-opening vignette)
I. Special Education
A. Individualized assessment and planning
us
B. Specialized instruction
C. Intensive instruction
D. Goal-directed instruction
E. Evidence-based instructional practices
F. Collaborative partnerships
G. Student performance evaluation
II. Inclusion
III. Principles of Effective Inclusion
st
A. Principle 1: All Learners and Equal Access
B. Principle 2: Individual Strengths and Challenges and Diversity
C. Principle 3: Reflective, Universally-Designed, Culturally-Responsive, Evidenced-Based, and
Differentiated Practices
D. Principle 4: Community and Collaboration
IV. Mainstreaming
V. Least Restrictive Environment
A. Continuum of Educational Placements
uv
1. General Education Classroom Placement with Few or No Supportive Services
2. General Education Classroom Placement with Collaborative Teacher Assistance
3. General Education Classroom Placement with Itinerant Specialist Assistance
4. General Education Classroom Placement with Resource Room Assistance
5. Special Education Classroom Placement with Part Time in the General Education Classroom
6. Full-Time Special Education Classroom
7. Special Day School
8. Residential School
ia
9. Homebound Instruction
10. Hospital or Institution
VI. Factors Contributing to Inclusion
A. Normalization
B. Early Intervention and Early Childhood Programs
C. Civil Rights Movement and Resulting Court Cases
D. Advocacy Groups
E. Segregated Nature of Special Schools and Classes
F. Disproportionate Representation
G. Standards-Based Education Initiatives
5
@Aplusstuvia
, VII. Laws Affecting Special Education
A. The Individuals with Disabilities Education Act (IDEA)
1. An Overview of IDEA from 1975 to the Present: A Changing IDEA
a. PL 94-142: Education for All Handicapped Children Act
b. PL 99-457: Infants and Toddlers with Disabilities Act of 1986
c. PL 101-476: Individuals with Disabilities Education Act of 1990
d. PL 105-17: The IDEA Amendments of 1997
@A
e. PL 108-446: Individuals with Disabilities Education Improvement Act of 2004
f. Changes to the IEP and family involvement
g. Changes in the special education identification, prereferral, and medication
requirements
B. Other Laws Affecting Special Education
1. Section 504 of the Rehabilitation Act
2. Americans with Disabilities Act
VIII. Impact of Inclusion
pl
A. Impact of Inclusion on Students with Disabilities
1. Academic Performance
2. Social and Behavioral Performance and Attitudes Toward Placement
B. Impact of Inclusion on Students Without Disabilities
1. Academic Performance
2. Social Performance
C. Impact of Inclusion on Educators
us
1. Attitudes Toward Inclusion
2. Outcomes for General Educators
3. Outcomes for Special Educators
D. Impact of Inclusion on Families
1. Families of Children with Disabilities
2. Families of Children without Disabilities
Chapter Summary
st
This chapter has presented some of the foundations of inclusion as a philosophy for educating students with
disabilities in general education settings. Some of the challenges associated with inclusion and its implementation
have also been discussed. As you review the chapter, consider the following questions and remember the following
points.
What Is Special Education?
CEC 1 & 6
uv
Special education involves delivering and monitoring a specially designed and coordinated set of
comprehensive, universally-designed and evidence-based instructional and assessment practices and related
services. These research-based practices and services are tailored to identify and address the individual strengths and
challenges of students; to enhance their educational, social, behavioral, and physical development; and to foster
equity and access to all aspects of society.
What Is Inclusion?
ia
CEC 1, 2, 6
Inclusion is a philosophy that brings students, families, educators, and community members together to
create schools based on acceptance, belonging, and community. Inclusive schools welcome, acknowledge, affirm,
and celebrate the value of all learners by educating them together in high-quality, age-appropriate general education
classrooms in their neighborhood schools. Whereas mainstreaming can be viewed as either part-time or full-time
placement based on a student’s readiness for placement in the general education setting, inclusion is thought of as
full-time placement in the general education setting based on the belief that all students have the right to be educated
in general education classrooms.
What Is the Least Restrictive Environment (LRE)?
6
@Aplusstuvia
pl
Instructor’s Resource Manual and Test Bank
for
us
Creating Inclusive Classrooms: Effective,
Differentiated and Reflective Practices
Eighth Edition
st
Spencer J. Salend
State University of New York at New Paltz
Prepared by:
uv
Marya Grande
Canisius College
ia
Boston Columbus Indianapolis New York San Francisco Upper Saddle River
Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto
Delhi Mexico City São Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo
1
@Aplusstuvia
, Chapter 1: Understanding Inclusion
Chapter Overview
Chapter 1 introduces the concepts of special education, inclusion, evidence-based education and the least
restrictive environment; the philosophical principles that guide this book; the factors that contributed to the growth
of inclusion; and the current research on the impact of inclusion on students, teachers, and families.
@A
Chapter Objectives
After reading this chapter, students will have the knowledge, skills, and dispositions to:
• Define the concepts of special education, evidence-based education, inclusion and the least restrictive
environment;
pl
• Explain the relevant and evolving principles, theories, philosophies, events, laws, court cases, policies, and
factors that have influenced and continue to inform the field of special education and its current
professional practices and the movement to educate students in inclusive classrooms; and
• Summarize the research on the impact of inclusion on students, educators, and families.
On
Demand Introductory Text Discussion Question
us
Learning
1.1 View the video to learn more about how the What would Bernard Carabello’s life be had he
education and treatment of individuals with stayed in Willowbrook? if he had an inclusive
disabilities has undergone a transformation from the education like Mary?
segregation and dependence that defined Marie’s
life to the inclusion and advocacy that typifies
Mary’s life.
1.2 View this this video to learn more about creating What roles did the teachers and students perform
st
secondary inclusive classrooms. in their classroom?
1.3 Read this document to learn more about creating How are the four principles of inclusion
elementary inclusive classrooms. implemented?
1.4 View the video to learn more about universal design What are the three UDL principles?
for learning (UDL).
1.5 View the video to learn more about the advocacy How did the advocacy of people with disabilities
roles played by individuals with disability, and what change society’s and your perceptions of
it means to be an individual with a disability. disability?
uv
1.6 View the video to learn more about the What are the major curricular and instructional
implementation of the Common Core Standards for aspects that are integral parts of the Common
English Language Arts and Literacy and Core Standards for English Language Arts and
Mathematics at the elementary level. Literacy and Mathematics and how will these
aspects impact your students and your teaching
in your inclusive classroom?
1.7 View the video to learn more about the What are the major curricular and instructional
ia
implementation of the Common Core Standards for aspects that are integral parts of the Common
English Language Arts and Literacy and Core Standards for English Language Arts and
Mathematics at the secondary level. Literacy and Mathematics and how will these
aspects impact your students and your teaching
in your inclusive classroom?
1.8 View the video to learn more about the education of What would the education of individuals with
individuals with disabilities prior to and after the disabilities be like without the passage of the
passage of the Individuals with Disabilities IDEA?
Education Act.
1.9 Read the document to learn more about the Is the research consistent with your experiences
4
@Aplusstuvia
, research on the impact of inclusive education regarding the impact of inclusion on the
placements on the academic and social performance academic and social performance students with
of elementary and/or secondary level students with disabilities?
disabilities, respectively.
1.10 Learn more about the impact of inclusion by How did being in an inclusive school impact this
reading about the reactions of a secondary student student’s academic, social, and behavioral
with a disability to being in an inclusive school. progress and self-esteem?
@A
1.11 View this video to learn more about the experiences How did being in an inclusive school impact this
of elementary students with disabilities in inclusive student’s academic, social, and behavioral
classrooms. progress and self-esteem?
1.12 Read the document to learn more about the research What are the implications of this research for
on the impact of inclusive education placements on creating your inclusive classroom?
the academic and social performance of elementary
and/or secondary level students without disabilities,
respectively.
pl
Chapter Outline
Marie and Mary (Chapter-opening vignette)
I. Special Education
A. Individualized assessment and planning
us
B. Specialized instruction
C. Intensive instruction
D. Goal-directed instruction
E. Evidence-based instructional practices
F. Collaborative partnerships
G. Student performance evaluation
II. Inclusion
III. Principles of Effective Inclusion
st
A. Principle 1: All Learners and Equal Access
B. Principle 2: Individual Strengths and Challenges and Diversity
C. Principle 3: Reflective, Universally-Designed, Culturally-Responsive, Evidenced-Based, and
Differentiated Practices
D. Principle 4: Community and Collaboration
IV. Mainstreaming
V. Least Restrictive Environment
A. Continuum of Educational Placements
uv
1. General Education Classroom Placement with Few or No Supportive Services
2. General Education Classroom Placement with Collaborative Teacher Assistance
3. General Education Classroom Placement with Itinerant Specialist Assistance
4. General Education Classroom Placement with Resource Room Assistance
5. Special Education Classroom Placement with Part Time in the General Education Classroom
6. Full-Time Special Education Classroom
7. Special Day School
8. Residential School
ia
9. Homebound Instruction
10. Hospital or Institution
VI. Factors Contributing to Inclusion
A. Normalization
B. Early Intervention and Early Childhood Programs
C. Civil Rights Movement and Resulting Court Cases
D. Advocacy Groups
E. Segregated Nature of Special Schools and Classes
F. Disproportionate Representation
G. Standards-Based Education Initiatives
5
@Aplusstuvia
, VII. Laws Affecting Special Education
A. The Individuals with Disabilities Education Act (IDEA)
1. An Overview of IDEA from 1975 to the Present: A Changing IDEA
a. PL 94-142: Education for All Handicapped Children Act
b. PL 99-457: Infants and Toddlers with Disabilities Act of 1986
c. PL 101-476: Individuals with Disabilities Education Act of 1990
d. PL 105-17: The IDEA Amendments of 1997
@A
e. PL 108-446: Individuals with Disabilities Education Improvement Act of 2004
f. Changes to the IEP and family involvement
g. Changes in the special education identification, prereferral, and medication
requirements
B. Other Laws Affecting Special Education
1. Section 504 of the Rehabilitation Act
2. Americans with Disabilities Act
VIII. Impact of Inclusion
pl
A. Impact of Inclusion on Students with Disabilities
1. Academic Performance
2. Social and Behavioral Performance and Attitudes Toward Placement
B. Impact of Inclusion on Students Without Disabilities
1. Academic Performance
2. Social Performance
C. Impact of Inclusion on Educators
us
1. Attitudes Toward Inclusion
2. Outcomes for General Educators
3. Outcomes for Special Educators
D. Impact of Inclusion on Families
1. Families of Children with Disabilities
2. Families of Children without Disabilities
Chapter Summary
st
This chapter has presented some of the foundations of inclusion as a philosophy for educating students with
disabilities in general education settings. Some of the challenges associated with inclusion and its implementation
have also been discussed. As you review the chapter, consider the following questions and remember the following
points.
What Is Special Education?
CEC 1 & 6
uv
Special education involves delivering and monitoring a specially designed and coordinated set of
comprehensive, universally-designed and evidence-based instructional and assessment practices and related
services. These research-based practices and services are tailored to identify and address the individual strengths and
challenges of students; to enhance their educational, social, behavioral, and physical development; and to foster
equity and access to all aspects of society.
What Is Inclusion?
ia
CEC 1, 2, 6
Inclusion is a philosophy that brings students, families, educators, and community members together to
create schools based on acceptance, belonging, and community. Inclusive schools welcome, acknowledge, affirm,
and celebrate the value of all learners by educating them together in high-quality, age-appropriate general education
classrooms in their neighborhood schools. Whereas mainstreaming can be viewed as either part-time or full-time
placement based on a student’s readiness for placement in the general education setting, inclusion is thought of as
full-time placement in the general education setting based on the belief that all students have the right to be educated
in general education classrooms.
What Is the Least Restrictive Environment (LRE)?
6
@Aplusstuvia
