Teaching Students with Special Needs in Inclusive Classrooms uses the research-validated ADAPT framework (Ask, Determine, Analyze, Propose, Test) to help 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. The Second Edition includes strategically reorganized chapters, a new chapter devoted to differentiated instruction, and new classroom footage and teacher interviews illustrating how readers can implement the strategies discussed in their own classrooms. With the help of this supportive guide, educators will be inspired to teach students with disabilities in inclusive settings and be properly equipped to do so effectively.
Review:
“A resource that can be beneficial to all pre-service teachers to help them understand how to adequately educate students with exceptionalities. The use of ADAPT is ideal for new teachers.” — Amy Freier
“A great introduction to special education for the pre-service teacher intending to work in a general education setting.” — Michele Augustin
“A comprehensive textbook on information concerning educating students with special needs/challenges in inclusive environments. It provides good foundation information on students with special needs/challenges.” — Robert Loyd
“This book is an essential must-have for beginning teachers to provide resources, strategies, and insight into working with the wide variety of students they will encounter in their classrooms. All beginning teachers should have this on their desk as a resource as it is easy to use and well-organized. A must have tool!” — Jill Choate
About the Author:
Diane Pedrotty Bryant is a Professor in the Department of Special Education at The University of Texas at Austin, and a member of the Board of Directors for the Meadows Center for Preventing Educational Risk. Diane served as principal investigator of a response to intervention grant from the Institute of Education Sciences. Diane taught special education classes for many years. Diane has published articles on instructional strategies for students with learning disabilities in refereed journals such as the Learning Disability Quarterly, Journal of Learning Disabilities, Remedial and Special Education, Journal of Mathematical Behavior, International Journal of STEM Education, Teacher Education and Special Education, and Learning Disabilities Research & Practice. She is the co-author of three textbooks and three tests.
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