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NEW MyEducationLab with Video-Enhanced Pearson eText -- Standalone Access Card -- for Teaching Students Who are Exceptional, Diverse, and At Risk in the General Education Classroomby Vaughn, Sharon R.; Bos, Candace S.; Schumm, Jeanne S.
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In this widely popular book, pre- and in-service elementary and secondary school teachers get the tools and confidence they need to meet the educational, behavioral, and social needs of every student in today’s diverse classrooms. With its numerous learning activities and sample lessons–plus stories from teachers, students, and parents–it features a strong focus on applying practical, proven strategies for effective teaching and learning. Teaching Students Who Are Exceptional, Diverse, and at Risk in the General Education Classroom is the ideal guide for today’s busy classroom teachers who identify students with special needs as both their greatest challenges and often their greatest rewards.
Improve mastery and retention with the Enhanced Pearson eText
This access code card provides access to the new Enhanced Pearson eText, a rich, interactive learning environment designed to improve student mastery of content. The Enhanced Pearson eText is:
- Engaging. The new interactive, multimedia learning features were developed by the authors and other subject-matter experts to deepen and enrich the learning experience.
- Convenient. Enjoy instant online access from your computer or download the Pearson eText App to read on or offline on your iPad® and Android® tablet.*
- Affordable. Experience the advantages of the Enhanced Pearson eText for 40% to 65% less than a print bound book.
*The Pearson eText App is available on Google Play and in the App Store. It requires Android OS 3.1-4, a 7” or 10” tablet, or iPad iOS 5.0 or later.
Sharon Vaughn holds the H. E. Hartfelder/Southland Corporation Regents Chair in Human Development and is currently the Director of the Meadows Center for Preventing Educational Risk at the University of Texas. She was the Editor-in-Chief of the Journal of Learning Disabilities and the Co-Editor of Learning Disabilities Research and Practice. She is the recipient of the CEC Research Award and the AERA Special Education SIG distinguished researcher award. She is the author of more than 200 articles and 10 books that address the reading outcomes of students with learning difficulties, learning disabilities and English language learners. She is currently the Principal Investigator or Co-Principal Investigator on several Institutes for Education Sciences, National Institute for Child Health and Human Development, and Office of Special Education Programs research grants investigating effective interventions for students with learning disabilities and behavior problems as well as students who are English language learners. She can be contacted at: firstname.lastname@example.org .
Jeanne Shay Schumm is Professor of Literacy Education at University of Miami. She is currently Professor-in-Residence at the university’s Henry S. West Laboratory School where she directs the UM STARS Reading Laboratory. She has edited or co-authored 15 books including Promising Practices for Urban Reading Instruction (International Reading Association) and Reading Assessment and Instruction for All Learners (Guilford) as well as numerous research articles and book chapters. Her research interests include differentiated reading instruction and teacher education. She can be contacted at email@example.com
Table of Contents
PART I. FOUNDATIONS
1. Special Education and Inclusive Schooling
2. Response to Intervention: Developing Success for All Learners
3. Communicating and Collaborating with Other Professionals and Families
4. Teaching Culturally and Linguistically Diverse Students
5. Promoting Social Acceptance and Managing Student Behavior
PART II. TEACHING STUDENTS WITH SPECIAL NEEDS
6. Teaching Students with Learning Disabilities and Attention Deficit Hyperactivity Disorder
7. Teaching Students with Communication Disorders
8. Teaching Students with Emotional and Behavioral Disorders
9. Teaching Students with Autism Spectrum Disorders/Pervasive Developmental Disorders
10. Teaching Students with Intellectual and Developmental Disabilities
11. Teaching Students with Lower-Incidence Disabilities
PART III. TEACHING PRACTICES
12. Differentiating Instruction and Assessment for All Learners
13. Promoting Excellence through the Teaching and Learning Connection
14. Facilitating Reading
15. Facilitating Writing
16. Helping All Students Succeed in Mathematics