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Inclusion Effective Practices for All Students 3rd Edition By James McLeskey, Michael Rosenberg, David Westling (Instructor Manual with Test Bank) $16.49
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Inclusion Effective Practices for All Students 3rd Edition By James McLeskey, Michael Rosenberg, David Westling (Instructor Manual with Test Bank)
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Inclusion Effective Practices for All Students, 3e James McLeskey, Michael Rosenberg, David Westling (Instructor Manual with Test Bank) Inclusion Effective Practices for All Students, 3e James McLeskey, Michael Rosenberg, David Westling (Instructor Manual with Test Bank)

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  • July 5, 2023
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  • 2022/2023
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Instructor Manual and Test Bank

For

Inclusion: Effective Practices for All Students
Third Edition
James McLeskey,
Michael S. Rosenberg, David L. Westling,


Prepared by
Theresa Garfield,

, Table of Contents
Title Page Number

Chapter 1: What Is Inclusive Education and Why Is It Important? 1


Chapter 2: Historical Trends, Current Practices, and 3
Tomorrow's Challenges

Chapter 3: Foundations of Effective Inclusive Education 5


Chapter 4: High-Incidence Disabilities 6


Chapter 5: Low Incidence Disabilities 8


Chapter 6: Including Students with Other Special Needs 10


Chapter 7: Collaboration and Teaming 12


Chapter 8: Assessment for Eligibility and Planning 13


Chapter 9: Behavior Management 15


Chapter 10: Effective Instruction Using a Multi-Tiered System of Supports 17


Chapter 11: Reading and Writing Instruction 18


Chapter 12: Mathematics Instruction 19


Chapter 13: Instruction in Secondary Content Areas 20


Chapter 14: Instruction for Students with Significant Learning Needs 21


Test Bank 22

Answer Key 70


iii
© 2018, 2013, 2010 by Pearson Education, Inc. All rights reserved.

, Chapter 1

What Is Inclusive Education and Why Is It Important?

Chapter Objectives
After reading this chapter, you should be able to:
• Explain why inclusion is important for all students.
• Identify other students who may need accommodations or supports in a general education classroom.
• Explain concepts that support inclusive practices.
• Describe qualities underlying effective inclusive programs.
• Describe research on the effectiveness of inclusive programs.
• Explain the roles of teachers and other professionals in an inclusive school.
• Describe why it is important to be a willing an effective teacher for all students.

Discussion Questions
1. The text refers to highly effective, evidence-based practices, to meet the needs of students who need
additional assistance. What should these practices include?
2. Possessing an appropriate disposition is one characteristic of a good teacher for all students. The
textbook discusses the following dispositions: caring, fairness, respect, enthusiasm, motivation, and
dedication as key characteristics. Which of these dispositions do you think is most important for
inclusive classrooms? Why?
3. The textbook identifies several questions that teachers should ask when moving towards inclusive
practices. What are other questions that teachers should ask that are not listed in the textbook?
4. Do you think that students with significant disabilities should participate in inclusive classrooms? Why
or Why not?
5. What resources and supports, do you believe, are needed to ensure that inclusive programs succeed?
Why?

Pause and Reflect Exercises
1. What does it mean to you to be included as part of a community?
Response: Answers may vary based on individuals' experience with inclusion.
2. When someone says, "special education," what words come to mind? Historically, most of the words
that have come to mind for many have been negative. Why is this the case?
Response: Answers may vary and include such comments as: perceptions towards special education
are shaped by society; families may have a negative perspective on their interaction with special
education; etc.
3. How are attitudes changing because of the inclusion of increasing numbers of persons with disabilities
in schools and the community?
Response: Inclusion has resulted in less segregation of persons with disabilities in schools and the
community. With inclusion, individuals with and without disabilities begin to learn about each other.
4. Is person-first language important, or is it an over-reaction to a minor concern?
Response: Person-first language is important. It is an attempt to recognize the humanity of individuals
and to view their disability as secondary to their personhood.
5. What type of language/words have you heard being used in schools to describe people with
disabilities? In social settings?
Response: Answers may vary. Have each student list language heard in school to describe people with
disability. Identify those comments that do not reflect person first language. Change those listings into
people-first language.
6. What does this language say about our attitudes toward people with disabilities?
Response: The language we use about people with disabilities communicates our perceptions about the
disability or our view of the impact of the disability on their functioning.
7. Does it surprise you that persons with disabilities want the same things from school that all other
students want? Do you think these students want the same things from life?
Response: Answers will vary. Discuss normalization and its impact on individuals with disabilities.


1
© 2018, 2013, 2010 by Pearson Education, Inc. All rights reserved.

, 8. What does this say about the importance of inclusive programs in schools?
Response: Inclusion programs in schools provide students with disabilities with access to the general
education curriculum. Inclusion assists students with and without disabilities with preparation for post
school life in inclusive communities.
9. Why do you think students with disabilities often do better academically in general education
classrooms?
Response: Answers may vary. Discuss research that says students with disabilities do not do as well in
segregated classroom or school settings.
10. What is it about general education classes that lead to higher academic levels?
Response: General education classes expose students to the general education curriculum.
Peers without disabilities are available as models for appropriate social and academic behavior.
11. Are you surprised that teachers are generally supportive of the concept of inclusion?
Response: Answers may vary based upon their experience with inclusion or their beliefs about
inclusion. Discuss the pros and cons of inclusions.
12. As you review the questions teachers ask about inclusion in Figure 1.5 do these questions seem
reasonable and appropriate.
Response: Answers may vary based upon individual rankings of the reasonableness and
appropriateness of the questions.
13. What other questions do you think teachers may ask about inclusion?
Response: Answers may vary based upon their experience with or beliefs about inclusion.
Possible other questions are: Do parents of students with disabilities see benefit from inclusion? Do
parents of students without disabilities see benefit from inclusion? Do administrators have sufficient
knowledge and skills to build an inclusive school environment? Do administrators see benefit from
inclusion?
14. Review the qualities of a good teacher for all students. Do you have these qualities? Are any of these
qualities a concern for you? Which do you think are most important?
Response: Answers may vary based upon student's personal view of the qualities of a good teacher and
their ranking of each quality.




2
© 2018, 2013, 2010 by Pearson Education, Inc. All rights reserved.

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