REVEL for Teaching Students with Special Needs in General Education Classrooms -- Access Card

REVEL™ is Pearson’s newest way of delivering our respected content. Fully digital and highly engaging, REVEL replaces the textbook and gives students everything they need for the course. Informed by extensive research on how people read, think, and learn, REVEL is an interactive learning environment that enables students to read, practice, and study in one continuous experience–for less than the cost of a traditional textbook.

Current knowledge, strategies, and instructional approaches designed to understand and meet the learning needs of all students in general education settings are addressed in this current, research-based resource. Teaching Students with Special Needs in General Education Classroom gives teacher candidates the knowledge and skills they need to work effectively with the broad array of learning needs found in today’s classrooms. Included is specific information about students with special needs, including students with various disabilities, students identified as gifted and talented, culturally diverse students, and students who are English learners. The book details state-of-the-art practices, like response to intervention (RTI), to help readers develop essential professional knowledge and skills of today’s educators.

NOTE: REVEL is a fully digital delivery of Pearson content. This ISBN is for the standalone REVEL access card. In addition to this access card, you will need a course invite link, provided by your instructor, to register for and use REVEL.

Rena B. Lewis until her recent retirement, served as Associate Dean for Faculty Development and Research for the College of Education at San Diego State University.  Prior to moving into Administration, Dr. Lewis was a Professor of Special Education at San Diego State University.

Dr. John Wheeler currently serves as the Director of the Center for Excellence in Early Childhood Learning and Development at East Tennessee State University and Professor of Special Education. His teaching and research interests have centered on the design of instructional and behavioral supports for children with autism and their families and in building capacity in schools located in underserved areas to address the needs of children with autism.  He has co-authored five textbooks in these areas as well as

numerous research studies, invited book chapters and international and national presentations and served as project director and principal investigator on numerous grants aimed at the provision of technical assistance to rural and underserved schools. He is an editorial review board member for the journals Focus on Autism and Other Developmental Disabilities, Education and Training in Autism and Developmental Disabilities and the Journal of the International Association of Special Education.

Dr. Stacy Carter is an Associate Professor of Special Education at Texas Tech University where he is the Coordinator of the Graduate Certificate in Applied Behavior Analysis. Dr. Carter is a Nationally Certified School Psychologist, a Board Certified Behavior Analyst, and a licensed Special Education teacher. His research has focused on assessment and treatment of challenging behaviors with an emphasis on determining interventions that have considerable stakeholder acceptability. He has conducted numerous presentations, published several research studies, authored a resource book on social validity of behavior interventions, and co-authored a textbook on methods of instruction for individuals with autism spectrum disorder. Dr. Carter has worked extensively in schools and other settings providing services to individuals with disabilities. 

Part I. Introduction to Inclusive Classrooms

1.         Promoting Meaningful Learning Outcomes for All Students

2.         Collaboration and Teaming with Others

3.         Students with Disabilities and Other Types of Special Needs

4.         Promoting Acceptance of Diversity

Part II. Essential Skills for the Inclusive Classroom Teacher

5.         Coordinating the Classroom Learning Environment

6.         Encouraging Positive Classroom Behavior

7.         Adapting Instruction

8.         Monitoring Student Performance using RTI

Part III. Strategies for Teaching Students with Disabilities

9.         Teaching Students with Learning Disabilities

10.        Teaching Students with Speech or Language Disorders

11.        Teaching Students with emotional/Behavioral disorders

12.        Teaching Students with Autism Spectrum Disorder

13.        Teaching Students with Intellectual Disabilities

14.        Teaching Students with Physical and Health Impairments including ADHD

15.        Teaching Students with Visual and Hearing Impairments

Glossary

References

Name Index

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