John William McKenna is associate professor of moderate disabilities and an affiliate of the Center for Autism Research and Education (CARE) at the University of Massachusetts Lowell.

Reesha Adamson is associate professor at Missouri State University.

Chapter 1: Introduction

Chapter 2: Free Appropriate Public Education: The Foundation of Special Education

Chapter 3: Practices for Improving Academic Achievement: Lessons Learned and Limitations of Intervention Research

Chapter 4: Explicit Vocabulary Instruction in the Inclusive Classroom

Chapter 5: Use of Graphic Organizers to Improve Academic Content Acquisition

Chapter 6: Writing Instructional Strategies for Elementary Age Students with Emotional and Behavioral Disabilities, by Robai Werunga

Chapter 7: Inclusive Mathematics Practices for Students with Emotional Disturbance, by Jessica Nelson

Chapter 8: Differentiation of Instructions for Students with Emotional Disturbance

Chapter 9: Using Technology to Support Inclusive Instruction for Students with Emotional Disturbance

Chapter 10: Use of Daily Progress Reports and Behavioral Contracts to Support Inclusive Education

Chapter 11: Function-based Thinking to Support Inclusive Instruction

Chapter 12: Trauma Informed Support: Considerations for Students with ED Who Have Experienced Trauma, by Felicity Post

Chapter 13: The False Promise of Learning Styles Based Instruction, by John William McKenna, Reesha Adamson, and Eliza Bobek

Chapter 14: Progress Monitoring in the Inclusive Classroom

Chapter 15: Collaboration in Inclusive Instruction for Students with ED

Chapter 16: Abandoning Readiness, by Maria Kolbe, Inclusion Facilitator

Chapter 17: Closing Commentary

References

About the Authors

About the Contributors