Of the more than seven million students who receive special education services, 75 to 80 percent are students with high incidence disabilities. These include students with ADHD, emotional/behavioral disabilities, autism without intellectual disabilities, learning disabilities, and mild-borderline intellectual disabilities.

Since the passage of the Individuals with Disabilities Act in 1990, there has been a legal presumption in favor of educating students with disabilities with their nondisabled peers. Schools may not remove a disabled child from a regular classroom unless the nature and severity of the disability is such that education in the regular classroom cannot be achieved. However, the majority of general educators are not prepared to work with other teachers in their classrooms. Nor have they been trained to teach students with high incidence disabilities.

Inclusive Strategies for Teaching Students with High Incidence Disabilities provides cross-categorical, practical, research-based strategies for collaborative teaching in general education classrooms. An emphasis on behavior management and student engagement responds to the two most significant inclusion teaching hurdles. This book also describes how racial and cultural diversity impacts student identification and placement.