Read more
This book is essential reading for stakeholders invested in inclusive instruction for students with emotional disturbance (ED). Research and policy-based recommendations are provided, as are resources for school-based practitioners and parents/guardians alike.
List of contents
Chapter 1: Introduction
Chapter 2: Free Appropriate Public Education: The Foundation of Special Education
Chapter 3: Practices for Improving Academic Achievement: Lessons Learned and Limitations of Intervention Research
Chapter 4: Explicit Vocabulary Instruction in the Inclusive Classroom
Chapter 5: Use of Graphic Organizers to Improve Academic Content Acquisition
Chapter 6: Writing Instructional Strategies for Elementary Age Students with Emotional and Behavioral Disabilities, by Robai Werunga
Chapter 7: Inclusive Mathematics Practices for Students with Emotional Disturbance, by Jessica Nelson
Chapter 8: Differentiation of Instructions for Students with Emotional Disturbance
Chapter 9: Using Technology to Support Inclusive Instruction for Students with Emotional Disturbance
Chapter 10: Use of Daily Progress Reports and Behavioral Contracts to Support Inclusive Education
Chapter 11: Function-based Thinking to Support Inclusive Instruction
Chapter 12: Trauma Informed Support: Considerations for Students with ED Who Have Experienced Trauma, by Felicity Post
Chapter 13: The False Promise of Learning Styles Based Instruction, by John William McKenna, Reesha Adamson, and Eliza Bobek
Chapter 14: Progress Monitoring in the Inclusive Classroom
Chapter 15: Collaboration in Inclusive Instruction for Students with ED
Chapter 16: Abandoning Readiness, by Maria Kolbe, Inclusion Facilitator
Chapter 17: Closing Commentary
References
About the Authors
About the Contributors
About the author
John William McKenna is associate professor of moderate disabilities and an affiliate of the Center for Autism Research and Education (CARE) at the University of Massachusetts Lowell.
Reesha Adamson is associate professor at Missouri State University.
