Chapter 1: Inclusive Teaching as Responsive EducationThe ADAPT FrameworkInclusive EducationSpecial EducationThe Foundations of Special EducationThinking About DisabilitiesDisabilities DefinedChapter 2: Delivery of Individualized Services to Students With Different Learning NeedsADAPT in ActionMulti-Tiered Systems of SupportThe Evaluation and Identification ProcessRisks for Disabilities and Special Education IdentificationMembers of the Individualized Education Program TeamIndividualized Education Plans and ProgramsRelated Services and ProvidersChapter 3: Developing Collaborative Partnerships in Schools and With FamiliesCharacteristics of CollaborationCritical Prerequisite Skills for Effective CollaborationHow Professionals Can Work Together CollaborativelyHow Professionals Can Collaborate With ParaprofessionalsHow Professionals Can Collaborate With FamiliesChapter 4: Culturally and Linguistically Diverse Learners and Families and Gifted And Talented LearnersMeeting the Needs of Students in Culturally and Linguistically Diverse ClassroomsCulturally and Linguistically Diverse Gifted StudentsApplying the Response to Intervention Framework for Culturally and Linguistically Diverse LearnersEffective Multicultural Special Education ProgramsBilingual Special EducationChapter 5: Understanding Learners With the Most Common Disabilities or ConditionsConsidering Diversity: Overrepresentation and Underrepresentation of Students in Special Education CategoriesCategories for Students With DisabilitiesWays Disabilities Are Organized for Special EducationAttributes of Students With Learning DisabilitiesAttributes of Students With Speech or Language ImpairmentsAttributes of Students With Attention Deficit Hyperactivity DisorderAttributes of Students With Autism Spectrum DisorderAttributes of Students With Intellectual and Developmental DisabilitiesAttributes of Students With Emotional or Behavioral DisordersChapter 6: Understanding Learners With Less Frequent Disabilities or ConditionsAttributes of Students With Less Common DisabilitiesAttributes of Students With Health ImpairmentsAttributes of Students With Multiple DisabilitiesAttributes of Students With Developmental DelayAttributes of Students With Physical DisabilitiesAttributes of Students Who Are Deaf and Hard of HearingAttributes of Students With Visual DisabilitiesAttributes of Students With Traumatic Brain InjuryAttributes of Students With Deaf-BlindnessChapter 7: Designing and Delivering Differentiated InstructionDifferentiated InstructionThe ADAPT FrameworkEffective Practices for Designing and Delivering InstructionHow Instructional Grouping Practices Can Promote Effective InstructionChapter 8: Promoting Access to the General Education CurriculumUniversal Design for LearningGuidelines for Textbooks and Instructional Materials to Use With Students Who Have Unique Learning NeedsAssistive Technology Devices and Services for Promoting Access to the General Education CurriculumChapter 9: Assessment and Data-Based Decision-MakingData-Based Instructional DecisionsWhy We Assess StudentsAssessing Students With Unique Learning NeedsAdapting and Modifying Assessments for Students With Unique Learning NeedsChapter 10: Promoting Positive Behavior and Facilitating Social SkillsPractices That Can Be Used to Foster Student Relationships and CommunicationWays to Communicate Effectively With StudentsEffective Classroom Arrangement PracticesGoals of MisbehaviorAssessing Problem BehaviorsInstructional Strategies for Behavior ProblemsPromoting Safer SchoolsChapter 11: Teaching ReadingIssues Related to Reading InstructionThe Five Components of Reading and Phonological AwarenessPhonics and Word StudyReading FluencyReading VocabularyReading ComprehensionChapter 12: Teaching WritingDysgraphiaThe Stages of WritingWays Teachers Can Provide Effective Instruction and Adaptations for WritingChapter 13: Teaching MathematicsCharacteristics of Students With Mathematics Difficulties and Attributes of Effective InstructionEarly Number Development and How It Is TaughtNumber Combinations and How They Are TaughtPlace Value and How It Is TaughtWhole-Number Computation and How It Is TaughtRational Numbers and How They Are TaughtAlgebra and How It Is TaughtProblem Solving and How It Is TaughtChapter 14: Facilitating Content-Area Instruction and Study SkillsDifficulties Students Demonstrate With Content-Area InstructionTeaching Content-Area Vocabulary and ConceptsMonitoring Reading ComprehensionLearning From Textbook InstructionPromoting Student ParticipationHelping Students With Difficulties in Study SkillsWays to Facilitate Memorization and Test Taking.