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Teaching Students With Special Needs in Inclusive Classrooms

Teaching Students With Special Needs in Inclusive Classrooms

Experience with SAGE edge

January 2016 | 688 pages | SAGE Publications, Inc

Equip and empower today’s classroom teachers to ADAPT to the needs of all of their students.


Using the research-validated ADAPT framework, Teaching Students with Special Needs in Inclusive Classrooms helps future teachers determine how, when, and with whom to use proven academic and behavioral interventions to obtain the best outcomes for students with disabilities. Through clear language and practical examples, authors Diane P. Bryant, Brian R. Bryant, and Deborah D. Smith show how to create truly inclusive classrooms through evidence-based practices and hands-on strategies. This book will provide the skills and inspiration that teachers need to make a positive difference in the educational lives of struggling learners. The text is written to meet the needs of those majoring in general education, special education, and blended teacher education programs.

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Part I: Foundations of Inclusive Education
Chapter 1: Inclusive Teaching as Responsive Education
What is the ADAPT framework and how do I use it?  
What is a disability?  
What are some reasons for disabilities?  
Who are students with disabilities?  
What are the origins of special education?  
What laws and court decisions protect students with disabilities?  
What is special education?  
What is inclusive education?  
Chapter 2: Understanding Learners with Special Needs: High Incidence Disabilities or Conditions
Who are students with special needs?  
Who are students with disabilities?  
How are disabilities organized for special education?  
Who are students with learning disabilities?  
Who are students with speech or language impairments?  
Who are students with attention deficit hyperactivity disorder?  
Who are students with intellectual and developmental disabilities?  
Who are students with emotional or behavioral disorders?  
Chapter 3: Understanding Learners with Special Needs: Low Incidence Disabilities or Conditions
Who Are Students with Low Incidence Conditions?  
Who Are Students with Health Impairments or Special Health Care Needs?  
Who Are Students with Autism Spectrum Disorders?  
Who Are Students with Multiple-Severe Disabilities?  
Who Are Students with Developmental Delay?  
Who Are Students with Physical Disabilities?  
Who Are Students Who Are Deaf and Hard of Hearing?  
Who Are Students with Visual Disabilities?  
Who Are Students with Traumatic Brain Injury?  
Who Are Students with Deafblindness?  
Chapter 4: Other Students with Special Learning Needs
Who are the students protected by Section 504?  
How can we meet the needs of all students in a culturally and linguistically diverse classroom?  
Who are students at risk?  
Who are students with gifts and talents?  
Part II: Planning for Exceptional Learners
Chapter 5: Developing Collaborative Partnerships
What are the characteristics of collaboration?  
What are critical prerequisite skills for effective collaboration?  
How can professionals work together collaboratively?  
Working Together: An example of the collaboration-consultation process  
Working Together: Co-teaching  
How can professionals collaborate with paraprofessionals?  
How can professionals collaborate with families?  
Chapter 6: Delivery of Special Services Through Individualized Plans
What is response to intervention?  
What is the evaluation and identification process?  
What plans guarantee students with disabilities an appropriate education?  
When and how are individualized plans evaluated?  
What does IDEA ’04 require during the IEP process?  
Who are the members of the IEP team?  
How do IEP teams meet the needs of students with disabilities?  
Working Together  
Chapter 7: Promoting Access to the Curriculum
What is Universal Design for Learning?  
What is the ADAPT Framework  
What Instructional Practices Help Students Access and Master the Curriculum?  
What Are Some Effective Instructional Grouping Practices?  
How Can Instructional Materials Be Adapted?  
What Are Some Effective Homework Practices?  
How Can Assistive Technology Help Students Access the Curriculum?  
Chapter 8: Assessing Students with Special Needs
Why Do We Assess Students?  
How Do We Assess Students with Special Needs?  
How Do We Adapt and Modify Assessments for Students with Special Needs?  
Part III: Adaptations to Meet Individual Learner Needs
Chapter 9: Promoting Positive Behavior and Facilitating Social Skills
What Practices Can I Use to Foster Positive Relationships with My Students?  
How Can I Communicate Effectively with Students?  
What Are Effective Classroom Arrangement Practices?  
What Are the Goals of Misbehavior?  
What Interventions Are Available for Less Serious Behavior Problems?  
What Interventions Are Available for More Serious Behavior Problems?  
How Can I Identify and Assess Problem Behaviors?  
What Are the Components of Positive Behavioral Supports?  
What Is Social Competence?  
What Interventions Can Be Used to Teach Social Skills?  
How Can I Assess Social Skills?  
How Can We Promote Safer Schools?  
Chapter 10: Teaching Literacy
Issues in written communication instruction  
Integrating reading and writing instruction  
Chapter 11: Teaching Mathematics
Who Are Students with Mathematics Difficulties?  
What Is Early Number Development and is it Taught?  
What Are Arithmetic Combinations and How Do I Teach Them?  
What Is Place Value and How Do I Teach It?  
What Is Whole-Number Computation and How Do I Teach It?  
What Are Rational Numbers and How Are They Taught?  
Working Together: Collaborating to Support Struggling Students in Algebra  
What Is Algebra and How Do I Teach It?  
What Is Problem Solving and How Do I Teach It?  
Chapter 12: Facilitating Content-Area Instruction and Study Skills
What Difficulties Do Students Demonstrate with Content-Area Instruction?  
How Can I Teach Content-Area Vocabulary and Concepts?  
How Can Students Monitor Their Reading Comprehension?  
How Can Students Benefit from Textbook Instruction?  
How Can I Facilitate Student Participation?  
What Difficulties Do Students Demonstrate with Study Skills?  
How Can Students Learn Time Management Skills?  
What Are Ways to Facilitate Listening and Notetaking?  
What Are Ways to Facilitate Memorization and Test Taking?  


Instructor Resource Site

Password-protected Instructor Resources include the following:

  • Microsoft® Word® test bank, written by test bank Megan Carroll is available containing multiple choice, true/false, short answer, and essay questions for each chapter. The test bank provides you with a diverse range of pre-written options as well as the opportunity for editing any question and/or inserting your own personalized questions to effectively assess students’ progress and understanding.
  • Editable, chapter-specific Microsoft PowerPoint® slides offer you complete flexibility in easily creating a multimedia presentation for your course.
  • The Instructor Teaching Site includes complete answers to all in-text questions.
  • Lecture notes summarize key concepts on a chapter-by-chapter basis to help with preparation for lectures and class discussions.
  • Chapter-specific discussion questions help launch classroom interaction by prompting students to engage with the material and by reinforcing important content. 
  • Lively and stimulating ideas for class activities that can be used in class to reinforce active learning. The activities apply to individual or group projects.
  • Carefully selected, web-based video links feature relevant interviews, lectures, personal stories, inquiries, and other content for use in independent or classroom-based explorations of key topics. When relevant, related questions for discussion are included.
  • Web resources are included for further research and insights.
  • EXCLUSIVE! Access to certain full-text SAGE journal articles that have been carefully selected for each chapter. Each article supports and expands on the concepts presented in the chapter. This feature also provides questions to focus and guide student interpretation. Combine cutting-edge academic journal scholarship with the topics in your course for a robust classroom experience.
Student Study Site

The open-access Student Study Site includes the following:

  • Mobile-friendly eFlashcards reinforce understanding of key terms and concepts that have been outlined in the chapters.
  • Carefully selected, video resources feature relevant interviews, lectures, personal stories, inquiries, and other content for use in independent or classroom-based explorations of key topics.
  • EXCLUSIVE! Access to certain full-text SAGE journal articles that have been carefully selected for each chapter. Each article supports and expands on the concepts presented in the chapter. This feature also provides questions to focus and guide your interpretation.
  • Web resources are included for further research and insights. These videos showcase interviews with teachers and their insights on topics within the text. Accompanying reflection questions are provided for each video case.

Some very useful checklists for trainee teachers working with SEN pupils

Miss Liz McGuire
PGCE Secondary, Leeds Trinity University
December 15, 2016

This text allows students to understand the importance of inclusive practice in the classroom, and by adopting new pedagogical approaches can impact on the individuals with special needs.

Miss Ella Malton
Department of Health & Social Studies, Grimsby Institute of HE And FE
November 17, 2016

interesting but not essential reading.

Mr Ryan Saunders
Southend Campus, South Essex College - Basildon
November 5, 2016

Excellent resource for those teaching/counselling students with special needs.

Dr Gianina-Ioana Postavaru
Psychology, Bishop Grosseteste University
October 4, 2016

Some students may go onto teach students with SENs. This book provides wonderful overviews of the area and provides area for additional reading.

Mr Daniel James Brown
Eary Years Education, St Vincent College
October 1, 2016

I really liked the book. It is well organized, detail and very thorough.
However, this semester I am not teaching the course, so I did not have an opportunity to use the book. I would highly recommend this book.

Dr Priti Haria
Education , Richard Stockton College Of Nj
September 10, 2016

Very informative book, and useful to refer to, when teaching learners with learning difficulties.

Mrs Julie Clayton
Adult Education, St Vincent College
July 13, 2016

an invaluable supplementary text

Mr Timothy Wallis
Department of Health & Caring, Oldham College
June 13, 2016

Covers a wide range of needs with practical suggestions for supporting students in classrooms. Will be used a great deal by myself

Mrs Helen Newman - B111
Education , Trowbridge College
April 25, 2016

Some really practical ideas and great information for student teachers or NQTs. Very clear and informative.

Mrs Diana Mann
Faculty of Education, Leeds Trinity University
March 23, 2016
Key features


  • An evidence-based approach expands a teacher’s knowledge of proven practices used in the context of real classrooms to increase student performance. 
  • The ADAPT Framework  (Ask, Determine, Analyze, Propose, and Test) improves instructional decision-making by providing teachers with a research-validated problem solving approach for recalling the steps in adapting instruction and behavioral interventions to promote access to the general education curriculum.
  • A Universal Design for Learning (UDL) framework for teaching and learning includes proactive planning of curricula (goals, assessments, methods, and materials) that can be beneficial for all students.
  • Opening Challenge case studies encourage teachers to critically analyze specific teaching challenges at the elementary and secondary level and give readers an opportunity to evaluate their knowledge of the subject matter with Reflection Questions.
  • ADAPT in Action sections apply the ADAPT Framework to case studies to illustrate step-by step instructions to problem solve real teaching and learning classroom scenarios.
  • 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 offer teachers key research-based, classroom activities for teaching the skills students need to succeed.
  • Considering Diversity features examine various issues from a cultural or linguistic perspective and demonstrate how to create a classroom environment and instruction that is inclusive of all students.
  • Tech Notes introduce teachers to assistive and instructional technologies that can be employed with students who have learning or behavior problems.
  • Video Cases based on actual classroom video footage illustrate to teachers how to implement the strategies discussed into their own classrooms.  
  • dual General Education and Special Education blended training programs

Sample Materials & Chapters

Chapter 1

Chapter 2

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