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Instruction of Students with Severe Disabilities,9780137075461
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Instruction of Students with Severe Disabilities



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What version or edition is this?

This is the 7th edition with a publication date of 8/5/2010.

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  • Instruction of Students with Severe Disabilities, Pearson eText with Loose-Leaf Version -- Access Card Package
    Instruction of Students with Severe Disabilities, Pearson eText with Loose-Leaf Version -- Access Card Package
  • Instruction of Students with Severe Disabilities
    Instruction of Students with Severe Disabilities
  • Instruction of Students With Severe Disabilities
    Instruction of Students With Severe Disabilities
  • Instruction of Students with Severe Disabilities
    Instruction of Students with Severe Disabilities

Customer Reviews

Instruction of Students with Severe Disabilities  August 1, 2011

The format of the textbook is approachable and the information is immediately useful. This textbook is very well priced compared to similar textbooks. It is an easy read that is straight to the point and easy to understand. Definitely recommended for anyone designing curriculum and trying to learn about criterion based [censored]sments.

Instruction of Students with Severe Disabilities: 4 out of 5 stars based on 1 user reviews.


This textbook is for special educators addresses the full-range of curriculum and instructional topics involved in educating individuals with moderate, severe, and multiple disabilities. Evidence-based practices are presented in clearly-defined ways so that teachers can easily understand the research presented and apply it in the real classroom.

All chapters in the book are unique, written by leaders in the field known for their research and writing on the specific topics. Case studies of students are applied to chapter content in vignettes, tables, and figures found throughout the chapters, and the textbook rests on a solid evidence-base with research citations provided.

The new edition features many new updates including: a greater emphasis on teaching students with autism; six new chapters authored by experts in the field; more information on teaching methods supported by research, peer support, teaching academic skills, the process for planning and implementing instruction within general education classrooms, transition planning, and alternate assessment. All core chapters have been strengthened and expanded, and PowerPoint slides are now available for course instructors.

Author Biography

Marti Snell is a Professor at the Curry School of Education at the University of Virginia where she prepares teachers of students with disabilities. Her research and writing address positive behavior support, communication, inclusion, and data-based decision making. She is the author of a series of four books with Rachel Janney: Teachers’ Guides to Inclusive Practices (Behavioral Support, Collaborative Teaming, Modifying Schoolwork, Social Relationships and Peer Support). She is an author on the upcoming Intellectual disability: Definition, classification, and systems of supports (11th ed.) for the American Association on Intellectual and Developmental Disabilities.


Dr. Fredda Brown is Professor in the Programs in Special Education at Queens College, City University of New York.  She is the Director of the Queens College Regional Center on Autism and Related Disabilities, and past Editor-in-Chief of Research and Practice for Persons with Severe Disabilities (RPSD).  In addition to Dr. Brown’s work as a Professor and teacher educator, she has spent many years providing educational and behavioral consultation to individuals with severe disabilities and their families.  She is the editor of four books, and author of numerous journal articles and book chapters relating to the education of individuals with severe disabilities.  Most recently her work focuses on the relationship between problem behavior, communication, and self-determination, and professional attitudes regarding behavioral treatment acceptability. Dr. Brown is on several Editorial Boards, including the Journal of Positive Behavior Interventions (JPBI), and RPSD, and is on the national Board of Directors of the Association for Positive Behavior Supports (APBS). She presents her work and ideas nationwide to professionals and families, advocating for positive, dignified and effective methods of addressing the learning and behavioral needs of individuals with disabilities.

Table of Contents

  1. Understanding Foundational Concepts (Michael Giangreco)
  2. Fostering Family-Professional Partnerships (Nina Zuna, Ann Turnbull, & Rud Turnbull)
  3. Assessing Students in a Meaningful Way (Fredda Brown, Donna Lehr, Marti Snell).
  4. Understanding  Teaching Strategies (Marti Snell and Fredda Brown)
  5. Measuring Student Performance  (Fredda Brown and Marti Snell)
  6. Planning and  Implementing Instructional Programs (Rachel Janney and Marti Snell)
  7. Designing and implementing individualized positive behavior support (Rob Horner, Rick Albin, Anne Todd, Steve Newton, and Jeff Sprague).
  8. Understanding Special Health Care Procedures (Jane Rues, Carolyn Graff, and Marilyn Ault) 
  9. Collaborating with Occupational and Physical Therapists to Maximize Student Participation (Yvonne Swinth)
  10. Teaching Self-Care Skills (Marti Snell and Monica Delano)
  11. Supporting Peer Relationships (Erik Carter)
  12. Teaching Functional Communication (June Downing)
  13. Teaching Academic Skills (John McDonnell and Susan Copeland)
  14. Using the Home and Community (Linda Bambara, Freya Koger, Audrey Bartholomew, and Diane Browder)
  15. Transitioning from School to Employment (David Test and Valerie Mazzotti)
  16. The Promise of Adulthood (Philip Ferguson and Dianne Ferguson)

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