What do you think?
Rate this book
The Inclusive Classroom [with Enhanced eText Access Card]
This text has a strong emphasis on inclusive teaching with a wealth of ideas and lessons for K-12 teaching strategies in the content areas. As highly respected researchers, the authors write from a fact-based perspective, which delivers proven strategies that will help both general and special education teachers instruct students with special needs most effectively. Introduces the PASS system: Prioritize objectives; Adapt materials, unique instruction, and environment; use a Systematic teaching methodology; and develop a Systematic plan for evaluation. Includes chapters on how to adapt instruction for math, science and social studies, language and literacy, and the arts. For readers with an interest in inclusion, mainstreaming, or an introduction to special education.
512 pages, Unbound
First published July 28, 1999
6 people are currently reading
61 people want to read
About the author
Margo A. Mastropieri
49 books1 followerMargo A. Mastropieri is a University Professor and Professor of Special Education in the College of Education and Human Development. She received her Ph.D. in Special Education from Arizona State University in 1983, her M.Ed. and B.A. degrees from the University of Massachusetts in Amherst. Before coming to George Mason, she worked at Utah State University and Purdue University. Prior to working in higher education, Mastropieri was a high school teacher in Massachusetts, an elementary teacher in Arizona, and a Diagnostician at the Mt. Holyoke College Learning Disabilities Center.
Professor Mastropieri is interested in how students with disabilities learn in school and much of her research has focused on cognitive strategies designed to promote learning and retention of school-related information. She has also studied what happens during inclusive instruction with students with disabilities and suggested instructional strategies to facilitate inclusive efforts. Her publications include over 180 journal articles, 48 book chapters, and 28 co-authored or co-edited books. Book titles include: A Practical Guide for Teaching to Science to Students with Special Needs in Inclusive Settings (Pro-Ed), Teaching Students Ways to Remember: Strategies for Learning Mnemonically (Brookline), and The Inclusive Classroom: Strategies for Effective Differentiated Instruction (Prentice Hall, 2010).
Mastropieri is the editor with Tom Scruggs of the Council for Exceptional Children's journal, Exceptional Children and the research annual, Advances in Learning and Behavioral Disabilities (Emerald). She served as co-editor of Learning Disabilities Research & Practice, the journal of the Division for Learning Disabilities of the Council for Exceptional Children from 1991 to 1999 and served as Chair of the Division for Learning Disabilities Research Committee. In that role coordinated the editing of the joint Division for Learning Disabilities and Division for Research Alerts that highlight effective practices for students with learning disabilities. She has served on the Editorial Boards of a number of professional journals, including Journal of Educational Psychology, Contemporary Educational Psychology, Educational Psychology Review, Exceptional Children, Learning Disabilities Research & Practice, Learning Disability Quarterly, The Teacher Educator, The Journal of Special Education, Remedial and Special Education, Exceptionality, and Behavioral Disorders.
One of Mastropieri's co-authored articles (with Tom Scruggs) received the Samuel Kirk Award for Research and Practice in Learning Disabilities, Outstanding Article published in Learning Disabilities Research & Practice from the Division for Learning Disabilities, Council for Exceptional Children in April, 2003. In 2006, Mastropieri and Scruggs were recipients of the field of special education's most prestigious research award, the Council for Exceptional Children Outstanding Research Award. In 2007 Mastropieri was awarded the distinguished University Professor title from George Mason University. In the spring 2008 semester, Mastropieri was the recipient of a Teaching Excellence Award at George Mason University. In the spring of 2010, Mastropieri was the recipient of the Virginia Outstanding Faculty Award which is the Commonwealth's highest honor for faculty at Virginia's public and private colleges and universities. In the Spring of 2011, Mastropieri and Scruggs were awarded the AERA Special Education Research SIG, DIstinguished Researcher Award.
Professor Mastropieri is interested in how students with disabilities learn in school and much of her research has focused on cognitive strategies designed to promote learning and retention of school-related information. She has also studied what happens during inclusive instruction with students with disabilities and suggested instructional strategies to facilitate inclusive efforts. Her publications include over 180 journal articles, 48 book chapters, and 28 co-authored or co-edited books. Book titles include: A Practical Guide for Teaching to Science to Students with Special Needs in Inclusive Settings (Pro-Ed), Teaching Students Ways to Remember: Strategies for Learning Mnemonically (Brookline), and The Inclusive Classroom: Strategies for Effective Differentiated Instruction (Prentice Hall, 2010).
Mastropieri is the editor with Tom Scruggs of the Council for Exceptional Children's journal, Exceptional Children and the research annual, Advances in Learning and Behavioral Disabilities (Emerald). She served as co-editor of Learning Disabilities Research & Practice, the journal of the Division for Learning Disabilities of the Council for Exceptional Children from 1991 to 1999 and served as Chair of the Division for Learning Disabilities Research Committee. In that role coordinated the editing of the joint Division for Learning Disabilities and Division for Research Alerts that highlight effective practices for students with learning disabilities. She has served on the Editorial Boards of a number of professional journals, including Journal of Educational Psychology, Contemporary Educational Psychology, Educational Psychology Review, Exceptional Children, Learning Disabilities Research & Practice, Learning Disability Quarterly, The Teacher Educator, The Journal of Special Education, Remedial and Special Education, Exceptionality, and Behavioral Disorders.
One of Mastropieri's co-authored articles (with Tom Scruggs) received the Samuel Kirk Award for Research and Practice in Learning Disabilities, Outstanding Article published in Learning Disabilities Research & Practice from the Division for Learning Disabilities, Council for Exceptional Children in April, 2003. In 2006, Mastropieri and Scruggs were recipients of the field of special education's most prestigious research award, the Council for Exceptional Children Outstanding Research Award. In 2007 Mastropieri was awarded the distinguished University Professor title from George Mason University. In the spring 2008 semester, Mastropieri was the recipient of a Teaching Excellence Award at George Mason University. In the spring of 2010, Mastropieri was the recipient of the Virginia Outstanding Faculty Award which is the Commonwealth's highest honor for faculty at Virginia's public and private colleges and universities. In the Spring of 2011, Mastropieri and Scruggs were awarded the AERA Special Education Research SIG, DIstinguished Researcher Award.
Ratings & Reviews
Friends & Following
Create a free account to discover what your friends think of this book!
Community Reviews
Displaying 1 - 10 of 10 reviews
Read
April 6, 2024counting this under my reading tracker bc although it was for school I actually read the WHOLE thing and it was soooo long
April 17, 2014
If you have been teaching for any length of time you will not find much new information in this book. Very basic.
February 9, 2019
As an inclusion teacher, this book was very helpful and has helped me to improve upon my skills as an educator. Great and useful read!!
August 31, 2019
This book is a must read for teachers going into or are teaching students with disabilities.
May 23, 2007
This is a textbook that apparently is written at the level of the students with special needs whose inclusion in general education it discusses. Bad sign: much of the book is printed in that "child's handwriting" font. You know those horrible statistics that say something along the lines of "80% of America's teacher graduate in the bottom half of their college classes" (or something in that vein)? This book made me believe it. Terrific.
July 4, 2012
A good overview of learning and developmental challenges a teacher might face in the classroom. The book has many good ideas. Some of the ideas are content-specific. I will certainly be keeping the text for future reference.
Read
August 7, 2007ho hum
if you knew the raise I was getting b/c I am taking a U of Phoenix online class, you'd understand this sleeper
if you knew the raise I was getting b/c I am taking a U of Phoenix online class, you'd understand this sleeper
June 30, 2010
We read most of the 4th edition for a class I'm just finishing up. Excellent - I can see this being a book I turn to often.
August 8, 2010
Useful book and definitely will refer to this text.
June 17, 2012
Helpful, but a lot it is repetitive and self-explanitory. It lacked some concrete examples for both reference and application. Not a bad book for reference, though, for the general educator.
Displaying 1 - 10 of 10 reviews