In this one-stop resource for middle and high school teachers, Kristina J. Doubet and Jessica A. Hockett explore how to use differentiated instruction to help students be more successful learners -- regardless of background, native language, learning style, motivation, or school savvy. They explain how to

* Create a healthy classroom community in which students' unique qualities and needs are as important as the ones they have in common.
* Translate curriculum into manageable and meaningful learning goals that are fit to be differentiated.
* Use pre-assessment and formative assessment to uncover students' learning needs and tailor tasks accordingly.
* Present students with avenues to take in, process, and produce knowledge that appeal to their varied interests and learning profiles.
* Navigate roadblocks to implementing differentiation.

Each chapter provides a plethora of practical tools, templates, and strategies for a variety of subject areas developed by and for real teachers. Whether you're new to differentiated instruction or looking to expand your repertoire of DI strategies, Differentiation in Middle and High School will show you classroom-tested ways to better engage students and help them succeed every day.

Elevating Co-teaching with Universal Design for Learning is the silver winner of the 2024 IBPA Benjamin Franklin Award in Education!

In this revised and expanded edition, Elizabeth Stein delivers a new structure, additional strategies, updated research, and fine-tuned language to show how best to apply the Universal Design for Learning (UDL) principles and guidelines to co-teaching.

Co-teaching-the practice of having special education and regular education teachers work together in inclusive classrooms-is a powerful way to ensure that all students have equal access to academic content. The inclusive framework of UDL offers co-teachers structure and guidance in pursuing their goal to create successful learning environments for all students.

How does UDL inform the lesson-planning process? What does UDL look like in the classroom? How do you get buy-in for the UDL approach from administrators, parents, and students themselves? These and other questions are answered in this must-have book for anyone interested in co-teaching.

Solve serious behavior challenges in K-8 classrooms with the updated second edition of this bestselling book, your practical, user-friendly guide to the Prevent-Teach-Reinforce (PTR) model. Developed by highly respected experts on positive behavior support, this research-proven model gives your school team a step-by-step blueprint for reducing problems unresolved by typical behavior management strategies. You'll get explicit guidance and strategies for implementing all five steps of PTR: 1) teaming and goal-setting, 2) collecting data, 3) conducting a PTR Functional Behavioral Assessment, 4) developing a PTR behavior intervention plan, and 5) monitoring progress and making data-based decisions. Enhanced with new research on PTR and fresh content on timely topics like multi-tiered systems of support, this guidebook will help you resolve even the toughest behavior challenges--and improve social and academic outcomes for your whole class.

• proven effective by research and field testing in real classrooms--PTR was shown to reduce behavior problems and increase evidence of social skills and academic engagement
• structured and explicit, with five systematic steps that take you beyond tips and strategies
• consistent with positive behavior support and derived from the principles of applied behavior analysis
• easily adaptable to the needs and goals of each individual student
• effective for both typically developing students and learners with disabilities and other challenges

WHAT (TM)S NEW
New and enhanced material on:

• Using multi-tiered systems of support (MTSS)
• Implementing evidence-based classroom strategies
• Becoming an effective team facilitator
• Collaborating as a strong, cohesive team
• Monitoring progress with the Individualized Behavior Rating Scale Tool
• Developing successful behavior intervention plans
• Creating useful task analyses
• Making data-based decisions

This text provides an accurate, comprehensive, and contemporary description of applied behavior analysis in order to help readers acquire fundamental knowledge and skills

Applied Behavior Analysis provides a comprehensive, in-depth discussion of the field, offering a complete description of the principles and procedures for changing and analyzing socially important behavior. The 3rd Edition features coverage of advances in all three interrelated domains of the sciences of behavior-theoretical, basic research, and applied research-and two new chapters, Equivalence-based Instruction (Ch. 19) and Engineering Emergent Learning with Nonequivalence Relations (Ch. 20). It also includes updated and new content on topics such as negative reinforcement (Ch. 12), motivation (Ch. 16), verbal behavior (Ch. 18), functional behavioral assessment (Ch. 27), and ethics (Ch. 31). The content of the text is now connected to the BCBA(R) and BCABA(R) Behavior Analyst Task List, 5th Edition.

Acclaimed professional organizer Judith Kolberg and Dr. Kathleen Nadeau, renowned ADHD clinical psychologist, are back with an updated edition of their classic text for adults with ADD. Their collaboration offers the best understanding and solutions for adults who want to get and stay organized. Readers will enjoy all new content on organizing digital information, managing distractions, organizing finances, and coping with the black hole of the Internet. This exciting new resource offers three levels of strategies and support: self-help, non-professional assistance from family and friends, and professional support; allowing the reader to determine the appropriate level of support.

Despite the prevalence of students with disabilities in the general education classroom, few teachers receive training on how to meet these students' needs or how to navigate

Despite the prevalence of students with disabilities in the general education classroom, few teachers receive training on how to meet these students' needs or how to navigate the legally mandated processes enumerated in the Individuals with Disabilities Education Act (IDEA). What is their role? What are their responsibilities? What are the roles and rights of parents? And what must all teachers do to ensure that students with disabilities and other special needs receive the quality education they're entitled to?

In this practical reference, David F. Bateman--bestselling author of A Principal's Guide to Special Education--and special education administrator Jenifer L. Cline clarify what general education teachers need to know about special education law and processes and provide a guide to instructional best practices for the inclusive classroom. Topics covered include

• The pre-referral, referral, and evaluation processes
• Individualized education programs (IEPs) and the parties involved
• Accommodations for students who do not quality for special education, including those covered by Section 504
• Transition from preK to K-12 and from high school to postschool life
• Classroom management and student behavior
• Educational frameworks, instructional strategies, and service delivery options
• Assessment, grades, graduation, and diplomas

The breadth of coverage in this book, along with its practical examples, action steps, and appendixes covering key terms and definitions will provide the foundation all K-12 teachers need to successfully instruct and support students receiving special education services. It's an indispensable resource for every general education classroom.

In this practical reference, David F. Bateman--bestselling author of A Principal's Guide to Special Education--and special education administrator Jenifer L. Cline clarify what general education teachers need to know about special education law and processes and provide a guide to instructional best practices for the inclusive classroom. Topics covered include

• The pre-referral, referral, and evaluation processes
• Individualized education programs (IEPs) and the parties involved
• Accommodations for students who do not quality for special education, including those covered by Section 504
• Transition from preK to K-12 and from high school to postschool life
• Classroom management and student behavior
• Educational frameworks, instructional strategies, and service delivery options
• Assessment, grades, graduation, and diplomas

The breadth of coverage in this book, along with its practical examples, action steps, and appendixes covering key terms and definitions will provide the foundation all K-12 teachers need to successfully instruct and support students receiving special education services. It's an indispensable resource for every general education classroom.

Shred through Social Confusion!

The world around us is a complicated place filled with expectations, rules, assumptions, guidelines, regulations, and policies. This hidden curriculum exists across environments, places, people, and cultures. Although rules and mandates can be complex, most of us take comfort in them--often unconsciously--because they help us to know what to do in everyday situations.

We like rules if they are consistent. It is when they are unclear, or are unstated that we can become upset, indignant, or confused. Some people learn the hidden curriculum and its impact automatically. Others learn the hidden curriculum only by direct instruction, which is the purpose of this book.

In this third edition, the essential features of the original book have been maintained and information on evidence-based practices has been added. In addition, it provides a series of instructional strategies that can be used to teach the hidden curriculum. Instructional aids include charts, forms, and templates designed to make the job of teaching and learning the hidden curriculum more effective.

Finally, The Hidden Curriculum offers extensive lists of hidden curriculum items or unstated guidelines. Due to the elusive nature of the hidden curriculum, the lists--while broad--offer examples rather than a definite set of lessons to be learned. Parents, educators, support persons, and others are encouraged to consider the lists as springboards to make their own lists geared specifically toward the unique needs of the individuals with whom they work or live.

In Designing for Inclusion, Robin Cunconan-Lahr and Barb Gentille Green offer Individualized Education Programs (IEP) team members-including educators, school administrators, caregivers and families, and students themselves-a set of resources to design the best IEPs possible.

They empower team members by providing essential background knowledge of the landmark special education laws that have established students' civil rights to a free and appropriate public education, which includes access to the general education curriculum. They then show how team members can leverage the research-based framework of Universal Design for Learning (UDL) to ensure that every student with disabilities has a full and valued presence and participation in inclusive learning communities.

In a Gathering Room at the end of each chapter, the authors offer guiding questions and places to write so that team members can collect their thoughts, promote collaboration, and reimagine what inclusion truly means.

Empowers educators to help neurodivergent students thrive!

Neurodiversity-Affirming Schools is a guide for K-12 educators to better understand neurodivergence and help neurodivergent students thrive. Inside, you'll find the background information and concrete practices you need to create a school or classroom culture where neurodivergent students feel safe, valued, and understood. You'll also find clear explanations of behaviors common in neurodivergent learners, such as masking, rejection sensitivity, and novelty seeking. Then, discover specific practices that you can use right away.

This accessible book is designed to help you take action. By the end of each chapter, you'll understand how the key takeaways apply to your particular situation and how you can meet neurodivergent students' needs in ways appropriate to their unique cognition. Written by two experts on neurodiversity education, this book teaches you how to:

• Use established practices like strengths-based instruction in neurodiversity-affirming ways
• Prevent neurodivergent students from checking out and becoming burnt out
• Identify the unique ways that neurodivergent children express their needs and difficulties
• Emphasize and model emotional regulation skills at the classroom level
• Create more effective, strengths-based IEPs and 504 Plans

This book also provides real-world examples in the form of vignettes of neurodivergent students and the educators that support them. These features contextualize what you've learned to help you feel confident as you implement change.Neurodiversity-Affirming Schools is your practical and comprehensive guide to creating opportunities for neurodivergent learners to succeed.

Whether you are a parent, educator, caregiver, or therapist, this easy-to-read guide is your starting point to gain a better understanding of sensory processing and the body's sensory systems. You may have heard of Sensory Processing Disorder, but this book is designed to help all children - not just those with a sensory disorder. The truth is that supporting healthy sensory processing is an important part of promoting overall health in every child.

With this comprehensive guide, you get three books in one, including:

*Sensory Processing Explained: An explanation of each sensory system from a therapist's point of view and from the perspective of a parent and educator

*Sensory Activities: Step-by-step instructions for activities you can use in everyday play with kids at home or at school to support the development of each sensory system

*Sensory Resources: Resources related to sensory processing, including support groups for parents and caregivers of children who have sensory needs, cheat sheets with quick overviews of each sensory system, and more

This full-color sensory guide is different than anything you have read before. It contains:

*Information concisely presented in one place to support sensory needs at home and in the classroom
*Real life stories from the classroom, home, and therapy settings

*Parent friendly language
*Easy to navigate format so you can find the information you need at the right moment

*Extensive list of sensory behaviors with strategies, activities and resources to help you understand your child and address their sensory needs
*Reproducible resources such as red flag checklists, sensory system overviews, quick materials shopping lists for sensory activities

Individualized education plans (IEPs) have the potential and responsibility of providing individuals with the highest level of learning opportunities. In this guide, discover the essential steps and vital understandings for team members to create student-centered IEPs. This book simplifies the IEP writing process and provides practical strategies and structures that can help general and special education teachers write compliant and effective IEPs for students.

• Gain practical working knowledge of IEPs and why collaborative teams are needed to develop strong ones
• Understand how to use a future-based approach to immediately improve their support of students
• Ponder the landmark Endrew F. v. Douglas County School District case's ramifications on special education
• Recognize how to meaningfully engage students' parents and guardians in the IEP process
• Consider chapter-ending reflection questions as opportunities for discussion and action

No educator can ignore the effects of traumatic stressors on students. This is especially true for those in schools serving racially and ethnically marginalized or low-income children.

Every day, millions of students in the United States go to school weighed down by interpersonal traumas, community traumas, and the traumatic effects of historical and contemporary race-based oppression.

A wide range of adverse childhood events--including physical, verbal, emotional, and sexual abuse; chronic bullying; community or domestic violence; and food and housing insecurity--can lead to a host of negative outcomes. However, when schools provide developmentally supportive responses to these challenges, post-traumatic growth becomes possible.

In Trauma Responsive Educational Practices, Micere Keels

* examines the neurobiology of trauma;
* presents mindfulness strategies that strengthen student self-regulation and extend professional longevity; and
* demonstrates how to build pedagogically caring relationships, psychologically safe discipline, and an emotionally safe classroom learning climate.

Keels also shows educators how to attend to equity and use trauma as a critical lens through which to plan instruction and respond to challenging situations with coregulation.

It's important to understand that trauma is subjective and complex, treatment is not prescriptive, and recovery takes time. This book helps educators support students on that road--not merely to survive trauma but to focus on their strengths and flourish with effective coping skills.

With the skyrocketing diagnoses of ADHD, autism spectrum disorders, and related conditions in U.S. schools, there is a growing need for information on creating effective IEPs for exceptional students. The IEP From A to Z is a step-by-step guide showing teachers and parents how to get the right education plan in place for students with ADHD, Autism/Asperger's, Emotional/Behavioral Disturbance, and related conditions.

• Provides easy-to-understand explanations of the special education process along with a wealth of sample effective IEPs
• Explains what is most important for educators and parents to keep in mind during IEP development
• Provides content area-specific sample goal and objective templates, general teaching tips for maintaining the IEP, and useful resources

From nationally recognized experts in the special education field, this book guides readers through the process of writing thoughtful, intelligent Individualized Education Plans that deliver high-quality, need-based educational programming to exceptional students.

In engaging, accessible chapters, expert teacher and author Anne M. Beninghof lays out a road map for providing specially designed instruction in any classroom. This book equips you with the answers to the most frequently asked questions around incorporating special education services into the general classroom - What is SDI? Who is responsible? How do we make it happen?

Focused on creating an effective planning process that you and your team can follow to develop specially designed instruction, this toolkit includes dozens of practical examples, worksheets, and prep tools to ensure readers walk away with a thorough understanding and ready-to-use ideas. Whether you have years of experience working with students with disabilities or are new to the profession, this critical guide provides effective strategies for every classroom.

Despite much effort and caring on the part of educators, a new approach to supporting struggling students is critically needed so they can master grade-level skills and complete college, argues author Nathan Levenson. Combining research with evidence from his own implementation work in more than a hundred districts, Levenson makes the case for a wholesale rethinking of how interventions are delivered summarized by six essential shifts. Designed to be practical and draw on the talents of existing staff, Levenson's shifts are paired with concrete advice and lessons learned from the field to improve special education and general education interventions such as Response to Intervention and Multi-Tiered Student Supports.

Six Shifts to Improve Special Education and Other Interventions serves as both a call to action and a critical guide for administrators looking for more effective, affordable ways to close the achievement gap.

I'm so glad you came by. My name is Billie. I'm four years old and I am also Hard of Hearing. I have bilateral hearing loss due to Microtia. Microtia is a congenital condition of a little or missing outer ear. I wear my BAHA to be able to hear the world around me.

I go to a school with all my other friends that are also Deaf or Hard of Hearing, but they don't all wear BAHAs to hear like me. Some of my friends wear behind the ear hearing aids or cochlear implants. I even have one friend that does not wear anything to hear, but we all have one thing in common....we are all SUPER HEARo's!

My superpowers are kindness and acceptance. Together we will discover communication repair strategies, self-advocacy, and how to bring everyone's differences together! 

Co-teaching has been increasingly adopted to support students in the general education classroom. After 20 years of field testing, we know what works--and what doesn't. In this practical guide, co-teaching and inclusion experts Toby J. Karten and Wendy W. Murawski detail the best practices for successful co-teaching and ways to troubleshoot common pitfalls. This book addresses the do's, don'ts, and do betters of

* The co-teaching relationship and collaborative roles.
* Co-planning instruction and assessment.
* Co-teaching in action.
* Academic and behavioral supports and interventions.
* Collaborative reflections, improvements, and celebrations.

Readers will gain valuable insights on what to start doing, what to stop doing, and how to improve their co-teaching practices to better reach all students.

A new resource for teacher preparatory programs at institutes of higher education and school-based professional development, Specially Designed Instruction for Special Education: A Guide to Ensuring Quality IEP Implementation offers a detailed account of the legal requirements and evidence-based practices for educators to afford quality specialized instruction to eligible students.

The latest entry in SLACK's Evidence-Based Instruction in Special Education series, Specially Designed Instruction for Special Education provides educators with practical tools to define, plan, implement, and assess educational conditions and practices. After reading this text, special education teacher candidates and educators will possess the knowledge and skills to ensure student success through specially designed instruction, align interventions with student strengths and needs, and engage in collaborations to develop and implement quality Individualized Education Programs.

What's included in Specially Designed Instruction for Special Education:

• Individuals with Disabilities Education Act connections with references to federal regulations and relevant court cases
• Evidence-based practices and tools that support specialized instruction
• Key takeaways that summarize concepts and practices associated with the chapter content

Included with the text are online supplemental materials for faculty use in the classroom.

Specially Designed Instruction for Special Education provides readers with a comprehensive understanding of the composition and conditions of specialized instruction and the tools to ensure their adherence to the legal and programming components of specialized instruction.

This go-to resource guides educators on how to incorporate equitable practices in a PBIS framework. The authors cover core concepts including school-wide positive behavioral interventions and supports (SWPBIS) and multi-tiered system of supports (MTSS), define equity, and present methods for enhancing implementation practices through an equity mindset. Chapters also include an analysis of team structures and the evaluation of baseline data sources, walking readers through how to incorporate effective practices to support an integrated MTSS framework and produce sustainable outcomes. This book is ideal for educators, behavioral specialists, and administrators who wish to promote a positive school climate and purposeful educational relationships.