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Overview

TEACHING IN TODAY'S INCLUSIVE CLASSROOMS: A UNIVERSAL DESIGN FOR LEARNING APPROACH, 3rd Edition is a concise, accessible, and current text for the Introduction to Inclusive Teaching course. It is the only inclusion textbook available with a consistent, integrated emphasis on Universal Design for Learning (UDL)—an important, contemporary educational philosophy focused on using strategies and tools to help ALL students by accommodating their differences. Aligned with InTASC and CEC standards, this text also provides foundational information about children with disabilities who are included in today's classrooms, and the most effective strategies for teaching them alongside their typically developing peers. Featuring new material on Common Core State Standards, case studies, and sound research-based teaching and learning strategies, this hands-on text offers pre-service and in-service teachers a practical, flexible framework for effective instruction, classroom management, assessment, and collaboration in today's diverse classrooms.

Richard M. Gargiulo, University of Alabama, Birmingham

Richard M. Gargiulo is Professor Emeritus of special education in the Department of Curriculum and Instruction at the University of Alabama at Birmingham (UAB), where he has been a teacher educator for more than three decades. Prior to receiving his Ph.D. degree in educational psychology from the University of Wisconsin-Madison, Richard taught fourth graders and young children with intellectual disability in the Milwaukee Public Schools. Upon receiving his doctorate he joined the faculty of Bowling Green State University in Bowling Green, Ohio, where he taught for over eight years. A frequent contributor to the professional literature, Richard has authored or coauthored over 100 publications, including sixteen textbooks. His previous professional contributions include serving as the first Fulbright Scholar in special education assigned to the former Czechoslovakia; being twice elected as President of the Alabama Federation, Council for Exceptional Children; serving as President of the Division of International Special Education and Services (DISES), Council for Exceptional Children; and serving as President of the Division on Autism and Developmental Disabilities (DADD), Council for Exceptional Children. Currently, Richard serves as the Southeast Representative to the board of directors of the Division on Autism and Developmental Disabilities. Teaching, however, has always been Richard's passion. In 1999 he received UAB's President's Award for Excellence in Teaching. In 2007 he was honored by the Alabama Federation, Council for Exceptional Children, with the Jasper Harvey Award in recognition of being named the outstanding teacher educator in the state.

Debbie Metcalf, Pitt County Schools, NC, and East Carolina University

Debbie Metcalf has worked in partnership with Pitt County Schools and East Carolina University in Greenville, North Carolina as a special educator and intervention specialist for Pitt County Schools and as a Teacher-in-Residence in the Department of Curriculum and Instruction at East Carolina University for fifteen years. She currently teaches methods courses and works in the classroom with undergraduate preservice teachers. Debbie holds a Master of Arts in Education degree from San Diego State University and is certified in both general and special education, including assistive technology. She became a National Board Certified Teacher in 1997. In 2004, she was awarded the Clarissa Hug Teacher of the Year Award from the International Council for Exceptional Children. She currently serves on the Board of Directors for the Council for Exceptional Children and is active in the Division of International Special Education and Services (DISES). Debbie has taught students of all ages for over 30 years in California, New Mexico, Hawaii, Michigan, and North Carolina. She continues to mentor new teachers and teachers pursuing National Board Certification. Her primary research areas include access to the general curriculum for students with exceptionalities, collaborative teaching models, alternate assessment models for diverse learners, curriculum design and revision, alignment, and service learning.
  • New "UDL and Common Core State Standards" boxes have been added to the high- and low-incidence chapters to offer additional ways to consider UDL applications in lesson planning.
  • A new "Tier Talk" feature has been added to Chapters 10, 11, 13, 14, and 15 to suggest strategies and interventions for application in multi-tiered systems of support (MTSS).
  • Learning Outcomes listed at the beginning of each chapter are now aligned with major headings in the chapter, making it easy for students and instructors to find key content in the chapter and clearly understand expected outcomes.
  • Updated throughout, this edition includes new content on bullying, deaf-blindness, and the Common Core State Standards. It also presents updated information on attention deficit hyperactivity disorder and autism spectrum disorders, including DSM-5 material.
  • Updated Web Resources allow students to connect with additional teaching resources online.
  • A unique separate chapter on assistive technology (Ch. 12) allows readers to learn about current forms of technology that help teachers support a variety of students in their classrooms.
  • An emphasis on the Universal Design for Learning (UDL) approach illustrates how general education teachers can choose flexible instructional strategies, tools, activities, and evaluation methods that allow for student differences and remove the barriers from academic success.
  • Each chapter is aligned with education standards from InTASC (Interstate New Teacher Assessment and Support Consortium) and the Council for Exceptional Children (CEC) Initial Level Special Educator Preparation Standards. In the third edition, the list of related standards to be addressed is provided at the beginning of each chapter.
  • "UDL in the Classroom boxes" feature strategies, techniques, and tips that make K–12 instruction accessible to all students. Topics include alternative assessments; authentic, project-based learning; connecting with tablet computers and smartpens; and using VoiceThread in UDL classrooms.
  • "Teaching All Learners" boxes provide current, practical teaching strategies and ideas that future teachers can use in their inclusive classrooms. Topics include elements of a meaningful IEP, orientation and mobility tips for the general educator, and collaborating with special educators to support students with challenging behavior.
  • "Teacher Voices" includes practical ideas, suggestions, and instructional commentary provided by award-winning classroom teachers.
Part I: FOUNDATIONS FOR EDUCATING ALL LEARNERS.  
1. Teaching in Today's Inclusive Classrooms: Your Journey Begins. 
2. Introducing Universal Design for Learning.
3. Policies, Practices, and Processes for Special Education and Inclusive Education.
4. Diversity in the Classroom: Learners with High-Incidence Disabilities.
5. Diversity in the Classroom: Learners with Low-Incidence Disabilities.
6. Learners with Gifts and Talents, Learners Who Are Culturally and Linguistically Diverse, and Other Learners at Risk.
Part II: PLANNING INSTRUCTION FOR ALL LEARNERS.
7. Collaboration and Cooperative Teaching: Tools for Teaching All Learners.
8. Designing Learning That Works for All Students.
9. Assessing and Evaluating Learner Progress.
10. Selecting Instructional Strategies for Teaching All Learners.
11. Selecting Behavioral Supports for All Learners.
Part III: IMPLEMENTING EFFECTIVE INSTRUCTIONAL PRACTICES FOR ALL LEARNERS.
12. Assistive Technologies and Innovative Learning Tools. 
13. Creating Literacy-Rich Environments for All Learners. 
14. Developing an Understanding of Mathematics in All Learners. 
15. Teaching Critical Content in Science and Social Studies to All Learners. 
Appendix A: InTASC Model Core Teaching Standards. 
Appendix B: Council for Exceptional Children (CEC) Initial Level Special Educator. Preparation Standards.
MindTap
Each MindTap product offers the full, mobile-ready textbook combined with superior and proven learning tools at one affordable price. Students who purchase digital access can add a print option at any time when a print option is available for their course.

This Cengage solution can be seamlessly integrated into most Learning Management Systems (Blackboard, Brightspace by D2L, Canvas, Moodle, and more) but does require a different ISBN for access codes. Please work with your Cengage Learning Consultant to ensure the proper course set up and ordering information. For additional information, please visit the LMS Integration site.

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Cengage provides a range of supplements that are updated in coordination with the main title selection. For more information about these supplements, contact your Learning Consultant.

FOR INSTRUCTORS

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ISBN: 9781305638105
Cengage Learning Testing, powered by Cognero® is a flexible, online system that allows you to import, edit, and manipulate content from the text’s test bank or elsewhere, including your own favorite test questions; create multiple test versions in an instant; and deliver tests from your LMS, your classroom, or wherever you want.