Teaching Students with Learning Problems in the Inclusive Classroom

From the title of this text, Teaching Students with Learning Problems in the Inclusive Classroom, you could assume that the authors utilize their extensive teaching experience to demonstrate how students with learning problems can gain access to the general education curriculum. However, the authors give their readers much more than that. This accessible and comprehensive text presents "best practices"tested instructional methods and strategiesdesigned to help preservice and practicing teachers differentiate instruction so that all students in diverse teaching and learning environments can succeed. Features: Focus on Real-World Applications and Diversity Case-based. The cases at the beginning of each chapter and integrated throughout the text show a range of students of differing ages, abilities, and cultural and linguistic backgrounds. Instructional Methods-at-a-Glance. These tables fat the ends of the instruction chapters) summarize the methods described in each chapter with examples and suggestions an when to use them. Teacher Feature. A different teacher is featured in each chapter; discussions range from the teachers' own experiences in school to challenges they face in the classroom and how they create solutions. Diversity in Action. This narrative extends the experience of the featured teacher and describes haw these teachers encounter cultural and linguistic diversity in their classrooms and what they do in response to these changing issues. Focus on Transitions Two separate chapters and content throughout the text on transitions. Chapters 14 and 15 are dedicated to the topic of transitions from high school to college, and from school to employment, community, and personal life. Focus on Standards Standards Connection. Specific chapter content is connected to the 3NTASC and CEC standards throughout the text.Freund, Lisa is the author of 'Teaching Students with Learning Problems in the Inclusive Classroom', published 2004 under ISBN 9780130287724 and ISBN 0130287725.