Teaching in Inclusive Classrooms

•  Significant new coverage of Multi-tiered Systems of Support (MTSS) and Positive Behavioral Interventions and Support (PBIS) better incorporates these frameworks throughout the book.
• Expanded coverage of Individualized Education Programs (IEPs) and their plans ensure teachers are better prepared to deliver equitable education so every child can meet challenging objectives.
• New coverage of the latest court cases and legal challenges, especially Endrew F. v. Douglas County School District, help give future teachers the background they need to implement legal systems.
• The impact of COVID-19 on American students and their families is woven throughout the book so students are prepared to enter today's classrooms.
• Chapter 4: Culturally and Linguistically Diverse Learners has been expanded to include information on Gifted and Talented Learners.
• Updated data throughout gives the most current picture of students, families and classrooms.
• New videos of real classrooms and teachers help students experience what teaching in inclusive classrooms is like today.

ADAPT Framework and ADAPT in Action: The (Ask, Determine, Analyze, Propose, and Test)Framework developed by the authors is a research-driven, problem-solving approach to modify instruction for students with exceptionalities. This straightforward and memorable approach helps future teachers determine how, when, and with whom to use the proven academic and behavioral interventions by breaking down the steps taken to modify instruction. This framework is used throughout the text and moves beyond a theoretical idea as it walks readers through scenarios and applies each step of the framework providing concrete examples and solutions.

UDL in Action Feature: In keeping with reviewers' suggestions and the goal of introducing future teachers to proven practices in education, the new edition will have greater coverage of Universal Design for Learning (UDL) integrated throughout the text and as a boxed feature, UDL in Action.

Considering Diversity Feature: This feature reminds teachers that inclusion goes beyond learning abilities and provides examples of how to create a classroom environment and instruction that is inclusive of students from different backgrounds.

Opening Challenge Feature: Two chapter-opening case studies, one for elementary grades and one for secondary grades, describe a specific teaching challenge at each school level, which is then revised throughout the chapter. Students are asked to reflect on their knowledge of the subject matter before reading the chapter, with Reflection Questions at the end. 

Tech Notes features provide readers with information about assistive and instructional technologies that can be employed with students who have learning or behavioral issues.

Working Together features offer practical advice on how an idea or concept can be taught using a collaborative approach that involves other school professionals and family members.

Instructional Strategies: Presented in the content chapters, this feature offers sample activities with step-by-step instructions to help future teachers engage students and help them master the content.