TEACHING STRATEGIES
FOR INCLUSIVE CLASSROOMS

We teach special educators and classroom teachers at the undergraduate and graduate levels and continue to be amazed at how quickly they learn to speak relatively different languages. Much of our collaborative work with teachers in K-12 schools has focused on instructional and behavioral strategies. Yet, even in the context of collaboration we find a communication gap exists among teachers who think so differently about their work with the same children. In this book, we bridge that gap by identifying critical issues in the education of all students and, - in particular, those with exceptional learning needs - by describing effective strategies and practices, their origins and rationale, and how to implement them. It is our belief that true collaboration and effective inclusive teaching are the result of a common language that develops among general and special educators through frequent conversations about the "hows" and "whys" of shared teaching experiences with "their" students.

When the title or focus of this book is mentioned, we are usually asked, "What do you mean by inclusive schooling?" A first assumption is that all students have a right to an appropriate education in a supportive learning community. To achieve this, changes in instructional and behavioral approaches within both general education and special education are needed in many schools. While we respect the intent of "full inclusion," we do not believe that many school districts are currently in a position to implement it effectively. Inclusive schooling should never be used as an excuse to do less for more students. A second assumption is that general and special educators must collaborate and support each other to better serve their students. We do not believe the roles of general and special educators can become interchangeable - although restructuring to better educate all children in a school may require redefining responsibilities. There is a content knowledge specific to each field that requires in-depth study. However, as we enter the 21st century, no professional educator can afford the luxury of tunnel vision or the option of working in isolation. All educators need a holistic understanding of the purpose and function of schooling; a sound repertoire of strategies/approaches to assessment, instruction, and behavior management; and an ability to select, adapt, and create learning opportunities that meet the unique needs of individual students in their charge.

OVERVIEW OF THE BOOK

The book is organized into three sections corresponding to three levels of interaction crucial to inclusive teaching: Schools, Students, and Strategies for Success. In the first section, Schools, the concept of "inclusive schooling" is introduced and examined with respect to the many variables that contribute to the quality of education in a school. This section includes three chapters in which the context of schools, the problems and issues in providing equal access to education for all students, and the need for effective collaboration to support student learning throughout a school are presented.

The second section, Students, includes two chapters in which student diversity, the different needs of students in the classroom, and sound assessment practices to identify student needs are discussed. An overview of the categories of exceptionality is provided within the context of a broader framework for describing individual differences in development

The third section, Strategies for Success, includes six chapters on strategies that teachers report are the most crucial to successful inclusive teaching. These chapters provide more in-depth, "how-to" information on instructional and behavioral strategies (for example, cooperative teaching, cooperative learning, social skills).

A number of features are included to assist readers in understanding, applying, and evaluating the concepts and strategies presented in the text.

Strategies

Throughout the book, many strategies are presented in a format that includes simple instructions for trying a strategy for the first time. Brief descriptions of the origin, research, and theoretical basis for the strategy and adaptations to meet diverse student needs are also included.

MicroStudies

Vignettes that portray teachers in three different schools appear in all chapters to further illustrate specific issues and applications of K-12 strategies. These occur throughout the book in order to track and profile a specific student or teacher for case study or simulation activities.

Questions for Reflection

MicroStudies are followed by questions for reflection that highlight connections between theory, principle and practice. These open-ended questions may be used by instructors for follow-up activities that delve further into professional judgment and decision-making.

Advance Organizers

Questions are provided at the beginning of each chapter and focus questions are provided as marginal notes to clarify the purpose for reading sections of text In addition, visual or in text organizers are provided for essential, multidimensional concepts (for example, inclusive schooling and diversity).

Key Vocabulary

Key terms appear in bold as they are defined. Key terms are also referenced in the index.