The New Inclusion: Differentiated Strategies to Engage ALL Students

The New Inclusion: Differentiated Strategies to Engage ALL Students

by Kathy Perez

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Overview

How can today’s educators rise to the challenges of teaching in the inclusive classroom, while at the same time making teaching more rewarding and beneficial for all students? In her new book, acclaimed international educational consultant Kathy Perez provides powerful instructional strategies, not only for students with special needs, but also for their general education peers. Her New Inclusion encompasses a broader understanding of the inclusive classroom, embracing all the different needs that teachers face—from special education, to ELL, to a wide spectrum of student ability and readiness. This innovative resource combines the latest research in brain-based teaching and student engagement with useful interventions and differentiated strategies. Designed to be of practical and immediate use, all chapters include a focus on the needs of less-able readers. In addition, information for implementation and adaptation is provided to accommodate various grade levels. The text includes classroom vignettes, ties to the Common Core, illustrations, diagrams, highlight boxes, and many more user-friendly features. 

“The most well-prepared teachers with the best-written lesson plans will affect nothing in their classrooms if the students are not engaged. . . . In this bookKathy shares her teaching strategies, complete with clear instruction and do-able steps to suit different learning preference . . . facilitating classroom learning the Kathy Perez way certainly makes the classroom come alive!”
—From the Foreword by Lim Chye Tin, Former Dean, Academy of Principals, Singapore

“Kathy Perez has defined and outlined potential issues, common misconceptions, and specific strategies to intentionally address the various learning styles and problematic blocks that impede literacy development.  Each chapter is organized for quick referencing and loaded with interactive activities that can be applied to any content area and grade level.   This is a must-have for teachers looking for timesaving, highly effective ways to differentiate their instruction in an inclusive classroom.”
Jeannie Donoghue, Professional Development Director, Bureau of Education and Research, Seattle, WA

“Teachers will find an abundance of practical strategies steeped in research and clustered around the learning needs of students, especially struggling students. Teachers and administrators have the will to create learning environments that promote student success, but time is so frequently the commodity that is scarce making exploration of new and innovative techniques challenging. Here is a toolkit rich with practices designed to promote learning and literacy in inclusive classrooms.”
Linda K. Rondeau, Superintendent, Pittsburg Unified School District

“Dr. Perez provides both regular and special educators with a treasure house of research-based strategies and tools to help students with learning challenges achieve success in the classroom.”
Thomas Armstrong, executive director, American Institute for Learning and Human Development

Kathy Perez is an award-winning classroom teacher, administrator, and author who has worked with students from preschoolers to college graduates. She is a professor of education, director of teaching leadership, and coordinator of professional development and outreach at Saint Mary’s College of California. She is available for dynamic presentations that are meaningful, memorable, and motivational.

Product Details

ISBN-13: 9780807772614
Publisher: Teachers College Press
Publication date: 02/05/2014
Sold by: Barnes & Noble
Format: NOOK Book
File size: 3 MB

About the Author

“Provides both regular and special educators with a treasure house of research-based strategies and tools to help students with learning challenges.”
—Thomas Armstrong, American Institute for Learning and Human Development


“This is a must-have for teachers looking for time-saving, highly effective ways to differentiate their instruction.”
—Jeannie Donoghue, professional development director, Bureau of Education and Research, Seattle, WA


“Teachers and administrators have the will to create learning environments that promote student success, but time is so frequently the commodity that is scarce, making exploration of new and innovative techniques challenging. Here is a toolkit rich with practices designed to promote learning and literacy in inclusive classrooms.”
—Linda K. Rondeau, superintendent, Pittsburg Unified School District


"Kathy Perez exemplifies the excellence every educator should aspire to be." —Harry K. Wong, author and international education consultant


“The most well-prepared teachers with the best-written lesson plans will affect nothing in their classrooms if the students are not engaged….In this book, Kathy shares her teaching strategies, complete with clear instruction and do-able steps to suit different learning preferences.…facilitating classroom learning the Kathy Perez way certainly makes the classroom come alive!”
—From the Foreword by Lim Chye Tin, Former Dean, Academy of Principals, Singapore


Kathy Perez is an award-winning classroom teacher, administrator, and author who has worked with students of all ages, from preschoolers to college graduates. She is a professor of education, director of teaching leadership, and coordinator of professional development and outreach at Saint Mary’s College of California. For dynamic presentations that are meaningful, memorable, and motivational, contact Dr. Perez at kperez@stmarys-ca.edu.

Table of Contents

Foreword Lim Chye Tin ix

Introduction xi

Why Did I Write This Book? xi

Knowledge Base xii

What You Will Find xiv

Text Tour xiv

Statement of Purpose xv

1 Creating a Positive Environment for All Students to Learn! 1

The Importance of a Positive Classroom Environment 1

Developing Self-Efficacy 1

Self-Check for Teachers: Deficit Versus Dynamic Thinking 10

2 Understanding the Struggling Student 13

Meet the Struggling Reader 13

Causes of Underachievement in Literacy Skills 14

Causes of Comprehension Failure 15

Assessing the Struggling Student 15

From Disabled to Able: Teaching the Struggling Student 19

The Power of Intervention 20

Phonology and Word Attack Skills 21

Developing Strategic Students 23

3 Tactile Strategies: Hands-On Learning 27

Who Is the Tactile Learner? 27

What to Look For 28

What to Do: Strategies for Success 28

Tactile Teaching Tools 30

Ideas for Professional Development Leaders 37

4 Auditory Strategies: Tuning in to Literacy 39

Who Is the Auditory Learner? 39

What to Look For 39

What to Do: Strategies for Success 40

Successful Study Skills 42

A Closer Look: Strategies for Success for Auditory Learners 43

5 Visual Strategies: The Eyes Have It for Reading 51

Who Is the Visual Learner? 51

What to Look For 51

What to Do: Strategies for Success 52

Tips for Visual Learners 54

Inclusion Strategies for Visual Learners 55

Visualization-Using Mental Imagery 66

6 Graphic Organizers: Making Thinking Visible 69

What Is a Graphic Organizer? 69

Instructional Applications 72

7 Kinesthetic Strategies: Moving on to Meaning 77

Who Is the Kinesthetic Learner? 77

Advantages of Movement to Increase Learning 77

What to Look For … 73

What to Do … 78

Specific Kinesthetic Strategies 80

8 Common Core Standards: Navigating Text Complexity 95

Textbook Preview Ideas 98

Elaboration and Extension Strategies 106

Common Expository Text Structures 116

9 Curriculum Modification: Adapting Familiar Lessons 119

What Do I Need to Modify? How Do I Accommodate for Differences? 119

Modification and Accommodation Strategies 120

Modifications in Specific Content Areas 126

Steps for Modifying the Curriculum 130

10 Managing Inclusive Classrooms to Help All Students Learn 131

Introduction 131

Why and When to Use Small Groups 132

Creating a Learning Environment for Small Groups 133

Planning for Groups 134

Methods of Grouping Students 135

Management Procedures for Group Work 137

Ideas for Active Learning 142

Assessment of Groups 148

References 151

Index 155

About the Author 160

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