Special Education in Today's Diverse Classrooms: Meeting the Needs of Students With Exceptionalities

Special Education in Today’s Diverse Classrooms: Meeting the Needs of Students with Exceptionalities is an introductory-level textbook designed for all pre-service teachers to learn about meeting the needs of students with exceptionalities in inclusive environments. Along with descriptions of each IDEA disability category, the book presents high-leverage practices (HLPs) and evidence-based strategies that are practical and applicable to any instructional environment. Through the lens of HLPs, this text emphasizes universal design for learning (UDL), tiered supports, culturally inclusive pedagogies and practices (CIPP), and evidence-based practices (EBPs). 

This textbook bridges the gap between research, knowledge about disabilities, and a practical approach to educating students, offering a comprehensive framework for educators navigating the diverse needs of students with exceptionalities. By placing a strong emphasis on CIPP and EBPs as they relate to HLPs, it equips readers with tools to create meaningful and equitable learning experiences. The unique structure, enriched by authentic vignettes and aligned with professional standards, ensures the practical application of frameworks such as UDL and multi-tiered systems of support. Additionally, the book underscores the importance of family engagement, making it a vital resource for fostering collaboration in education. The content aligns with the Council for Exceptional Children (CEC) standards ensuring its relevance and utility for professional educator preparation.

Through its innovative approach, this text inspires educators to not only meet students’ needs but also celebrate their individuality, preparing them to succeed in dynamic, inclusive school and classroom environments.

Key Features

• Real-life vignettes from individuals with disabilities, their families, and educators offer authentic perspectives that go beyond case studies
• Links to resources to increase exposure and knowledge about specific topics, designed to enrich understanding and application of inclusive practices
• Includes coverage of concepts such as trauma, neurodiversity, social and emotional learning, assistive technology, and new instructional technologies
• With inclusive language and culturally inclusive pedagogies and practices, the book prepares future educators to foster trust and promote equity in their classrooms
• Focus on application to the classroom through questions and activities at the end of each chapter
• Color graphics, visual frameworks (e.g., UDL models), and instructional charts enhance comprehension and engagement
• The text comes with a robust package of online ancillary materials for instructors and students

PluralPlus Ancillaries

For instructors: Test Bank, Syllabus, and PowerPoint Slides with Lecture Notes, Case Studies, and Class Activities
For students: Quizzes, eFlashcards, and Videos

Reviews

“This book represents an integrated and authentic approach to understanding special education and how to support children and youth with disabilities through an inclusive lens in today’s schools. Vignettes provide real-world experiences and perspectives and reflect the spectrum of diversity across special education. Vignettes are also well-developed, presenting three-dimensional depictions of students with disabilities as humans with families, communities, cultures, intersectional identities, and unique strengths and areas of need. Learning outcomes reflect the hierarchy of Bloom’s taxonomy, thus challenging readers to move beyond simple read and recall approaches to learning. Outcomes are also thoughtfully aligned to the high leverage practices and initial preparation standards in special education.” —Serra De Arment, PhD, Virginia Commonwealth University

“Since HLPs are essential to both general and special education, having them as a framework in the textbook ensures that the content is focused on key areas such as collaboration, assessment, social-emotional learning, and instructional practices. This structure provides clear, actionable strategies that your pre-service teachers can implement in real-world classroom settings, making the material more relevant and applicable. It also promotes consistency across different courses and connects theory to practice in a meaningful way.”
— Nicole Henderson, EdD, EdS, Assistant Professor of Special Education, Athens State University

“The text is well organized and sets a good foundation for introductory course learners.  Incorporating the HLP’s with each chapter along with EBP’s for specific needs was helpful.  The student examples at the beginning of each chapter were very powerful and will provide a deeper understanding for learners.”— Christopher T. Closson, PhD, Assistant Professor, The State University of New York at Fredonia

“This textbook presents components that are often overlooked in introductory courses. It provides a thorough examination of each component of IDEA, highlighting the legal and ethical responsibilities that educators must adhere to. This textbook also includes numerous important components that are often overlooked in introductory courses. The in-depth exploration of each aspect of IDEA, with a focus on the legal and ethical responsibilities of educators, is quite refreshing since many programs only require teacher candidates to take one introductory special education course.”— Whitney Stovall, MEd, Program Coordinator for Special Education, Literacy Center Chair, Northwestern Oklahoma State University
 
“The biggest strength for me is in how clearly and consistently it is made for teachers, building consistently from a teaching practice point of view rather than from the traditional psychological/what-is-wrong-with-some-children-who-are-different point of view.”— Peter Clyde Martin, EdD, Ithaca College

Contents

Introduction
Acknowledgments
About the Editors
Contributors
Reviewers

Chapter 1. Inclusive Education: Students With Exceptionalities, the Law, and the Individualized Education Program
Shantel M. Farnan
Learning Outcomes
Chapter Glossary
Questions to Prompt Your Thinking
Introduction
History of Special Education
Key People Shaping Special Education
Evolution of Special Education
What Is Special Education?
Key Legislation and Litigation
    Education for All Handicapped Children Act (Public Law 94-142)
    Individuals With Disabilities Education Act
    Section 504
    Litigation
Students With Exceptionalities
Special Education Process
Individualized Education Program
Services and Continuum of Placements
Inclusive Language and Education
Chapter Summary
Application to the Classroom

Chapter 2. Foundations of Inclusion
Ruby L. Owiny
Learning Outcomes
Chapter Glossary
Questions to Prompt Your Thinking
Introduction
Individualized Education Plan 
    What Are the Student’s Unique Academic and Functional Needs That Must Be Addressed in the Individualized Education Program?
    What Annual Goals Must Be Included in the Individualized Education Program to Address the Student’s Needs?
    How Will the Progress Toward the Individualized Education Program Goals Be Monitored?
    What Services Will Be Provided to the Student to Reach the Identified Goals?
Providing a Free Appropriate Public Education
Frameworks to Promote Quality Inclusion
Evidence-Based Tiered Frameworks
    Response to Intervention
    Positive Behavioral Interventions and Supports
    Multi-Tiered Systems of Support
Universal Design for Learning
    Universally Designed Curriculum
Differentiation and Universal Design for Learning
Culturally Inclusive Practices and Pedagogy
High-Leverage Practices
Addressing Individualized Education Program Needs
Chapter Summary
Application to the Classroom

Chapter 3. Collaborating With School Professionals for Student Success
Shantel M. Farnan and Tamara G. Lynn
Alyce’s Story
Learning Outcomes
Chapter Glossary
Questions to Prompt Your Thinking
Introduction
High-Leverage Practice 1 Defined
High-Leverage Practice 1 in the School System
    Collaborative Culture
    Collaborative Roles
    Role Perceptions
    Types of Collaborative Teams
    General Education Teachers, Special Education Teachers, and Paraprofessionals
    Purposes of Collaborative Teams
    Performing as an Effective Collaborator
    The Benefits of Collaboration
Application to Alyce
    Consultation and Teams
    The Consultation Process
    Co-teaching
        Teaching Approaches
A Deeper Understanding of Giftedness and Twice Exceptional
    Definition of Gifted and Talented
    Definition of Twice Exceptional
    Causes
Characteristics
Process for Identification of Giftedness and Twice Exceptional
Chapter Summary
Application to the Classroom

Chapter 4. Fostering Effective Home-School Partnerships to Support Student Learning
Shantel M. Farnan and Sarah Jin Wong
Oliver and His Family’s Journey
Learning Outcomes
Chapter Glossary
Questions to Prompt Your Thinking
Introduction
High-Leverage Practices 2 and 3 Defined
High-Leverage Practices 2 and 3 in Practice
    Family as a System
    Impact of Disability
    Fostering Trust With Families
    Communicating With Families
    Facilitating Meetings
    Asset-Based Approach
Application to Oliver
    Valuing Family and Building Trust
    Respectful and Meaningful Communication
    Facilitating Effective Meetings
    Championing Self-Determination and Advocacy
A Deeper Understanding of Intellectual Disability
    Individuals With Disabilities Education Act Definition
Causes
Characteristics
    Intellectual Functioning
    Adaptive Behavior
        Conceptual
        Practical
        Social
        Communication
Process for Identification of Intellectual Disability
Chapter Summary
Application to the Classroom

Chapter 5. Understanding Students’ Strengths and Needs Through Multiple Sources and Assessment
Shantel M. Farnan and Adam M. Moore
Hazel’s Story
Learning Outcomes
Chapter Glossary
Questions to Prompt Your Thinking
Introduction
High-Leverage Practice 4 Defined
High-Leverage Practice 4 in the Classroom
    Assessment Provisions Under the Individuals With Disabilities Education Act
        Child Find
        Evaluation Timeline
    Data Sources Used to Determine Student Progress
    Review of Existing Data
    Eligibility Within Special Education
    Role of General Education Teacher
    Role of Special Education Teacher
Application to Hazel
A Deeper Understanding of Developmental Delays
    Individuals With Disabilities Education Act Definition of Developmental Delays
Causes
Characteristics
Process for Identification of Developmental Delay
Chapter Summary
Application to the Classroom

Chapter 6. Involving Collaborators in Assessment
Shantel M. Farnan
Scott’s Story
Learning Outcomes
Chapter Glossary
Questions to Prompt Your Thinking
Introduction
High-Leverage Practice 5 Defined
High-Leverage Practice 5 in the School System
    Involvement of Partners in the Assessment Process
    Purposes of Assessment
    Interpretation of Assessment Results
    Assessment Results for Present Level of Academic Achievement and Functional Performance
    Importance of Communication and Collaboration
    Development of Culturally Inclusive Pedagogy and Practices and Transition Plans
Application to Scott
A Deeper Understanding of Traumatic Brain Injury
    Individuals With Disabilities Education Act Definition
Causes
Characteristics
Process for Identification of Traumatic Brain Injury
Chapter Summary
Application to the Classroom

Chapter 7. Data-Driven Planning
Shantel M. Farnan and Adam M. Moore
Grace’s Story
Learning Outcomes
Chapter Glossary
Questions to Prompt Your Thinking
Introduction
High-Leverage Practice 6 Defined
High-Leverage Practice 6 in the Classroom
    Selecting Appropriate Interventions, Instruction, and Support Through Multi-Tiered System of Support Data
Ongoing Data Collection and Assessment
    Curriculum-Based Measures
    Progress Monitoring
    Data-Driven Planning and Adjustments
Formative Assessments
    Collecting Behavioral and Functional Data
Universal Design for Learning, High-Leverage Practice 6, and Data Collection
Application to Grace
A Deeper Understanding of Multiple Disabilities
    Individuals With Disabilities Education Act Definition of Multiple Disabilities
Causes
Characteristics
Process for Identification of Multiple Disabilities
Alternate Assessments
Chapter Summary
Application to the Classroom

Chapter 8. Establishing Safe, Positive, and Culturally Sustaining Classroom Environments
Ruby L. Owiny and Jennifer D. Walker
Sophia’s Story
Learning Outcomes
Chapter Glossary
Questions to Prompt Your Thinking
Introduction
High-Leverage Practices 7, 8/22, and 9 Defined
High-Leverage Practice 7 in the Classroom
High-Leverage Practice 8/22 in the Classroom
High-Leverage Practice 9 in the Classroom
    Trauma
Application to Sophia
    Expectations, Routines, and Procedure Development
    Behavior-Specific Praise
    Correction Procedures
    Opportunities to Respond
    Climate of Respect
    Social Skills Instruction
A Deeper Understanding of Other Health Impairment
    Individuals With Disabilities Education Act Definition
Characteristics
    Early Signs and Symptoms
    Attention Deficit Hyperactivity Disorder
    Epilepsy
    Asthma
Causes
    Attention Deficit Hyperactivity Disorder
    Epilepsy
    Asthma
Process for Identification of Other Health Impairment
    Attention Deficit Hyperactivity Disorder
    Epilepsy
    Asthma
Chapter Summary
Application to the Classroom

Chapter 9. Conducting Functional Behavior Assessments to Increase Positive Behaviors
Ruby L. Owiny and Kathleen A. Boothe    
Eligrace’s Story
Learning Outcomes
Chapter Glossary
Questions to Prompt Your Thinking
Introduction
High-Leverage Practice 10 Defined
High-Leverage Practice 10 in the Classroom
    Role of the General Educator
    Role of the Special Educator
Application to Eligrace: Conducting a Functional Behavioral Assessment
    Define the Target Behavior
    Collect Data
        Indirect Data Collection Methods
        Direct Data Collection Methods
    Develop a Hypothesis Statement
Writing a Behavior Support Plan
    Identify an Appropriate Replacement or Desired Behavior
        Identify Appropriate Interventions
    Create Observable and Measurable Goals
    Teach the Plan to the Student
A Deeper Understanding of Emotional Disturbance
    Individuals With Disabilities Education Act Definition
Causes
Characteristics
    Behavioral
    Academic
Process for Identification of Emotional Disturbance
Positive Behavior Intervention and Supports
Chapter Summary
Application to the Classroom

Chapter 10. Designing Instruction Toward Specific Learning Goals
Ruby L. Owiny and Jody R. Siker
Starry and Maisie’s Story
Learning Outcomes
Chapter Glossary
Questions to Prompt Your Thinking
Introduction
High-Leverage Practices 11 and 12 Defined
High-Leverage Practices 11 and 12 in the Classroom
    Disability Identity and Inclusion
Perception of Competence
Welcome Into the School Community
Access to Grade-Level Curriculum
Appropriate Accommodations and Services
Specifically Designed Instruction
    Designing Instruction Around Goals
    Assessing Instruction
    Executive Functioning Instruction
    Culturally Inclusive Practices and Pedagogy
A Deeper Understanding of Deafness and Hearing Impairment
Individuals With Disabilities Education Act Definition
Causes
Characteristics
    Early Signs and Symptoms
        Infants and Toddlers
        Preschool Through School Age
Process for Identification of Deafness and Hearing Impairment
Transition
    Required Components
Chapter Summary
Application to the Classroom

Chapter 11. Adaptations and Using Technology to Meet Student Needs Growing Up With Blindness
Shantel M. Farnan and Mindy S. Ely
Ethan’s Story
Learning Outcomes
Chapter Glossary
Questions to Prompt Your Thinking
Introduction
High-Leverage Practices 13 and 19 Defined
High-Leverage Practices 13 and 19 in the Classroom
Adaptations for the Classroom: Instruction, Materials, and Environment
    Using Clear and Concise Vocabulary in Instruction
    Making Images Accessible
    Making Materials Accessible
    Assistive and Instructional Technology
    Lighting and Contrast
Specialized Instructional Needs in Reading Media
    Reading Using Print Media
    Reading Using Braille Media
    Reading Using Auditory Media
    The Role of Access Technology
Application to Ethan and Elissa
    Benefits to All Students
A Deeper Understanding of Visual Impairment, Including Blindness and Deaf/Blindness
    Individuals With Disabilities Education Act Definition
Causes
Characteristics
Process for Identification of Visual Impairment and Blindness
    Individuals With Disabilities Education Act Definition of Deaf-Blindness
Chapter Summary
Application to the Classroom

Chapter 12. Implementing Strategies to Support Learning
Ruby L. Owiny and Shantel M. Farnan
Quinten’s Story
Learning Outcomes
Chapter Glossary
Questions to Prompt Your Thinking
Introduction
High-Leverage Practice 14 Defined
High-Leverage Practice 14 in the Classroom
Application to Quinten
    Self-Regulated Strategy Development
    Comprehension Strategies
        Vocabulary
        Keyword Strategy
        Graphic Organizers
        Content Enhancement Routines
    Memory Strategies
        Mnemonics
        Cue Cards
        Task Analysis
A Deeper Understanding of Specific Learning Disabilities
    Individuals With Disabilities Education Act Definition for Specific Learning Disabilities
    Causes
    Characteristics
        Reading
        Mathematics
        Written Expression
    Process for Identification of Specific Learning Disabilities
        Discrepancy Model
        Response to Intervention for Identification of Specific Learning Disabilities
Chapter Summary
Application to the Classroom

Chapter 13. Scaffolding Toward Independence, Maintenance, and Generalization
Shantel M. Farnan
Ben’s Story
Learning Outcomes
Chapter Glossary
Questions to Prompt Your Thinking
Introduction
High-Leverage Practices 21 and 15 Defined
High-Leverage Practices 15 and 21 in the Classroom
Scaffolded Supports
Generalization
Maintenance
Application to Ben
A Deeper Understanding of Autism
    Individuals With Disabilities Education Act Definition for Autism
Causes
Characteristics
Process for Identification of Autism
Chapter Summary
Application to the Classroom

Chapter 14. Making Instructional Decisions for Student Success
Ruby L. Owiny
Kylee’s Story
Learning Outcomes
Chapter Glossary
Questions to Prompt Your Thinking
Introduction
High-Leverage Practice 16 Defined
High-Leverage Practice 17 Defined
High-Leverage Practice 20 Defined
High-Leverage Practices 16, 17, and 20 in the Classroom
Application to Kylee
    Collaboration Between General Education and Special Education Staff
    Universal Design for Learning and Differentiation
    Other High-Leverage Practices at Work
    Accommodations
A Deeper Understanding of Speech or Language Impairment
    Individuals With Disabilities Education Act Definition
    Causes
    Characteristics
        Early Signs and Symptoms
        Educational Impact
Process for Identification of Speech-Language Impairment
Chapter Summary
Application to the Classroom

Chapter 15. Engaging Students in Active Learning
Ruby L. Owiny
Willow’s Story
Learning Outcomes
Chapter Glossary
Questions to Prompt Your Thinking
Introduction
High-Leverage Practice 18 Defined
High-Leverage Practice 18 in the Classroom
    Opportunities to Respond to Increase Engagement
        Turn-and-Talk
        Think-Pair-Share
        Guided Notes
        Response Cards
        Choral Responding
Application to Willow
A Deeper Understanding of Orthopedic Impairment
    Individuals With Disabilities Education Act Definition
    Characteristics
        Cerebral Palsy
        Spina Bifida
        Muscular Dystrophy
    Causes
        Cerebral Palsy
        Spina Bifida
        Muscular Dystrophy 
    Process for Identification of Orthopedic Impairment
Chapter Summary
Application to the Classroom

Glossary
References
Index

Special Education in Today’s Diverse Classrooms: Meeting the Needs of Students with Exceptionalities comes with access to supplementary student and instructor resources on a PluralPlus companion website.

The companion website is located at: https://www.pluralpublishing.com/publication/setdc

STUDENTS:

The student resources include Quizzes, eFlashcards, and Videos.

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