Dena D. Slanda

The Classroom Teacher’s Guide to Special Education explores the transformative role the classroom teacher plays in the lives of their students, including the lives of students with disabilities. This book leads pre-service and in-service teachers on a journey of discovery, introducing foundational practices that are not just beneficial but essential for every student. This book serves as a core resource for learning about and understanding key components of special education from the classroom teachers’ role and perspective. More than a guide to special education in the general education setting, this book empowers teachers to embrace inclusive perspectives by building the knowledge, skills, and confidence to meet the diverse learning needs of all the students.

The Classroom Teacher’s Guide to Special Education explores the transformative role the classroom teacher plays in the lives of their students, including the lives of students with disabilities. This book leads pre-service and in-service teachers on a journey of discovery, introducing foundational practices that are not just beneficial but essential for every student. This book serves as a core resource for learning about and understanding key components of special education from the classroom teachers’ role and perspective. More than a guide to special education in the general education setting, this book empowers teachers to embrace inclusive perspectives by building the knowledge, skills, and confidence to meet the diverse learning needs of all the students.

In Small Groups for Big Readers, the authors advocate for small-group reading instruction as an effective way for teachers to help all students grow as skilled, developing readers. Through small-group instruction, K-5 teachers can differentiate instruction by using evidence-based routines, adopting an asset-based lens, and selecting texts tailored to students' unique interests, needs, and goals, creating deeper engagement in reading. K-5 teachers can use this book to: Understand and apply evidence-based routines that promote equitable, accessible literacy instruction Enhance students' reading and knowledge building through carefully planned interactions and opportunities with text Empower students by establishing clear goals and guidelines for small-group lessons Plan for extended learning opportunities that provide sufficient, deliberate practice for literacy development Extend professional expertise by selecting and adapting strategies to differentiate literacy instruction, using a flexible, choose-your-own-adventure format to customize learning based on individual goals and needs Contents: Introduction Chapter 1: What Do I Know About My Students as Readers? Chapter 2: How Does Differentiating Small-Group Instruction Promote Access and Equity? Chapter 3: How Do I Connect to Whole-Group Instruction? Chapter 4: How Do I Plan for Small-Group Instruction? Chapter 5: How Do I Select and Evaluate Text? Chapter 6: How Do I Engage My Readers During Small-Group Instruction? Chapter 7: How Do I Monitor and Respond to My Students as Readers? Chapter 8: How Does Writing Connect to My Small-Group Instruction? Chapter 9: How Do I Build My Students' Disciplinary Knowledge? Chapter 10: What Are the Rest of the Students Doing While I'm Teaching a Small Group? Epilogue Appendix: Leading the Learning Action Guide References Index

DDDM (Data-driven decision making) and problem-solving within classrooms and schools is integral to action research in order to meet the instructional, behavioral, and social emotional needs of students with diverse learning needs; however, many new educators struggle to understand the link between DDDM and action research. This book extends educators’ knowledge and skills to collect, analyze, and utilize data to effectively plan, teach, progress monitor, and provide interventions for students within a comprehensive system. This user-friendly book will serve as both a reference and practical resource guide. Each chapter connects research to practice and extends learning through case studies, vignettes, samples, practical strategies, real-world context, links to resources, and end of chapter discussion questions. Written for both general and special educators, this comprehensive yet accessible resource will help to demystify action research by outlining how DDDM, action research, and special education processes, including MTSS, work in tandem to improve outcomes for students with diverse learning needs.

DDDM (Data-driven decision making) and problem-solving within classrooms and schools is integral to action research in order to meet the instructional, behavioral, and social emotional needs of students with diverse learning needs; however, many new educators struggle to understand the link between DDDM and action research. This book extends educators’ knowledge and skills to collect, analyze, and utilize data to effectively plan, teach, progress monitor, and provide interventions for students within a comprehensive system. This user-friendly book will serve as both a reference and practical resource guide. Each chapter connects research to practice and extends learning through case studies, vignettes, samples, practical strategies, real-world context, links to resources, and end of chapter discussion questions. Written for both general and special educators, this comprehensive yet accessible resource will help to demystify action research by outlining how DDDM, action research, and special education processes, including MTSS, work in tandem to improve outcomes for students with diverse learning needs.