Planning Effective Instruction for Students with Learning and Behavior Problems
The strength of this new text is how the content utilizes the principles of universal design for learning, metacognitive and cognitive strategies, and project-based learning to identify potential barriers to learning and simplify instructional decision-making, improving teachers’ confidence and skill at delivering effective instruction to all students with and without disabilities in general and special education settings.
Ultimately what emerges is more than just a new book, but a resource and guide for prospective teachers and practitioners to use everyday on the job, as they work toward deepening their understanding of how individuals learn, how and why learning occurs or does not occur, and how both students and teachers can utilize research-based methods to facilitate the learning process. The authors are right to include a core summary of theoretical, conceptual, psychological, methodological, and instructional issues associated with the often-complex task of teaching students with diverse learning needs in inclusive settings. They further identify for the reader metacognitive ability as the learner characteristic most commonly associated with student success and/or failure, additional lists and charts of student characteristics and educational implications by area of exceptionality, learner characteristics by groups, and a comparison of typical academic and social-emotional classroom demands, noting problems common across groups that may place individual students at-risk for academic failure. There are even special chapters on using all of these principles to teach the basic skills of reading, writing, and mathematics. More than the typical resource on students with disabilities and exceptional needs, Planning Effective Instruction for Students with Learning and Behavior Problems serves as an ongoing reference for pre-service teachers and practitioners interested in improving their ability to deliver effective instruction to all students with and without disabilities in general and special education settings.
Richard W.Riley College of Education
Counseling, Leadership, and Educational Studies