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- Teaching Students with Moderate and Severe Disabilities
Description
Comprehensive Special Education Teaching Guide for K-12 Educators
For years the text of choice for developing excellence as a teacher of K-12 students with moderate and severe disabilities, this clearly written work has now been revised and updated. Chapters provide step-by-step procedures for designing standards-based individualized education plans and evaluating and enhancing student progress. Methods and materials for teaching literacy, mathematics, science, and social studies are described in depth. The book also describes effective ways to build functional daily living skills. User-friendly features include extensive vignettes and classroom examples, end-of-chapter application exercises, and reproducible planning and assessment tools. Purchasers get access to a Web page where they can download and print the reproducible materials in a convenient 8 1/2" x 11" size.
Evidence-Based Instructional Strategies for Special Education
This textbook delivers practical methods for teaching core academic subjects to students with significant cognitive disabilities. The authors present research-backed approaches for literacy instruction, mathematics education, and science curriculum adaptation. Teachers receive detailed guidance on creating individualized education plans that align with state standards while addressing each student's unique learning needs.
The text includes specific strategies for building functional daily living skills alongside academic instruction. Classroom examples and vignettes demonstrate how to implement these methods in real educational settings. End-of-chapter exercises allow educators to apply concepts immediately to their teaching practice.
New to This Edition
- Reflects important advances in research and evidence-based practice
- Chapter on collaborating with culturally diverse families, plus a stronger multicultural focus throughout
- Chapter on writing instruction
- Two additional chapters on reading and math, ensuring coverage of both foundational and grade-aligned skills
- Increased attention to students with autism spectrum disorder and to uses of technology
Downloadable Reproducible Materials
Purchasers receive access to downloadable planning and assessment tools formatted for classroom use. These reproducible materials support immediate implementation of the strategies presented in each chapter.
About the Authors
Diane M. Browder, PhD, is Distinguished Professor Emerita of Special Education at the University of North Carolina at Charlotte (UNC Charlotte). Dr. Browder has researched and written about assessment and instruction for students with severe developmental disabilities since the 1980s. She worked closely with the Charlotte-Mecklenburg School System in developing new interventions for students with autism spectrum disorder and intellectual disabilities, with a focus on reading, science, and math. She continues to provide consultation to local school systems and to teach preservice special education courses at UNC Charlotte. Dr. Browder is a recipient of the Special Education Research Award from the Council for Exceptional Children (CEC), the Burton Blatt Humanitarian Award from the CEC Division on Autism and Developmental Disabilities, and the Distinguished Researcher Award from the American Educational Research Association Special Education Special Interest Group, among other honors.
Fred Spooner, PhD, is Professor of Special Education at the University of North Carolina at Charlotte. Dr. Spooner has researched and written about instructional strategies for students with severe disabilities since the 1980s. Recently, he has focused on alternate assessment and linking both assessment and instruction to the general education curriculum. He is coeditor of the Journal of Special Education and associate editor of Research and Practice for Persons with Severe Disabilities. Dr. Spooner has worked closely with Diane M. Browder in the development and implementation of federally funded research projects in the area of early literacy, mathematics, and science for students with significant cognitive disabilities, serving in the capacity of research associate and co-principal investigator.
Ginevra R. Courtade, PhD, is Associate Professor of Special Education at the University of Louisville. She has worked in the field of moderate and severe disabilities since the late 1990s. Dr. Courtade's work focuses specifically on teaching academics to students with moderate and severe disabilities and preparing teachers to instruct students in the general education curriculum using evidence-based practices. Her numerous publications include peer-reviewed journal articles, book chapters, books, and curricula. Dr. Courtade was recently recognized by her college for service to the profession.
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