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Are you prepared to serve and teach all students? The second edition of Special Education for Today’s Teachers: An Introduction not only will provide a solid foundation for being a teacher in today’s classroom, but also will help you to truthfully answer this question. The challenges we face today in special education require highly qualified, reflective practitioners who use research-based strategies in the classroom and who are excited about the success and future of students. This book will help prepare you to meet these requirements and find the solutions that will lead you to that success.
- MyEducationLab is integrated throughout the text with margin notes that direct readers to Assignments and Activities and Building Teaching Skills and Dispositions learning units on the course. Additionally, readers are directed to take advantage of Study Plans on the site that allow students to check their understanding of chapter content and then enhance their understanding with review and enrichment activities.
- Can You Help Me with This Student? features present a scenario or case study in which a teacher is facing a difficult situation with a student and show how this challenge could be resolved.
- The Real World: Challenges and Solutions appears in Chapters 2 -15 and focuses on the daily problem solving and reflection typical of teachers of students with special needs.
- My Profession, My Story vignettes highlight teachers, their life experiences, dispositions, and attitudes, and how all of these factors relate to daily teaching practice and the profession.
- Technology for Access features are integrated throughout the text.
- Reflective Exercises margin notes engage readers through thought-provoking questions that extend the content of the narrative.
- FAQ sheets are presented in chapters 2-15 and show a summary of quick facts for the reader to address regarding the content of the chapter.
Michael S. Rosenberg is a Professor in the Department of Special Education and Chair of Doctoral Studies at Johns Hopkins University. He completed his doctoral work at Penn State University. A co-editor of Teacher Education and Special Education, Dr. Rosenberg is the co-author of Educating Students with Behavior Disorders (with R. Wilson, L. Maheady, & P.T. Sindelar, published by Allyn & Bacon, 2003); Student Teacher To Master Teacher (With L. J. O’Shea & D.F O’Shea, published in 2006); The Special Education Sourcebook (with Irene Edmond-Rosenberg, published by Woodbine House, 1994); and Inclusion: Effective Practices for All Students (with James McLeskey and David Westling, to be published by Pearson 2010); and numerous publications in professional journals.
David L. Westling is the Adelaide Worth Daniels Distinguished Professor of Special Education at Western Carolina University in Cullowhee, North Carolina. He completed his doctoral work at the University of Florida. He is the co-author of Teaching Students with Severe Disabilities (with Lise Fox, published by Prentice Hall in 2009); and Inclusion: Effective Practices for All Students (with James McLeskey and Michael Rosenberg, to be published by Pearson 2010); and numerous papers in professional journals.
James McLeskey is professor and chair of the Department of Special Education at the University of Florida. He completed his doctoral work at Georgia State University. Dr. McLeskey is the author or co-author of Inclusion: Effective Practices for All Students (with Michael Rosenberg and David Westling, to be published by Pearson 2010); Reflections on Inclusion: Classic Articles that Shaped our Thinking (published by CEC, 2007); and Inclusive Education in Action: Making Differences Ordinary (with Nancy L. Waldron, published by ASCD, 2000). He has worked extensively with local schools as they have developed inclusive schools, and has written numerous articles regarding this work.
Table of Contents
Part I: Becoming a Professional
Chapter 1: Teaching Students with Special Needs: Professional Roles and Responsibilities
Chapter 2: Special Education Today: An Unfinished History
Part II: Teaching Effectively in the Classroom: What Can You Expect?
Chapter 3: Accepting Responsibility for the Learning of All Students
Chapter4: Identification and Planning for Students with Special Needs
Chapter 5: Effective Instruction in a Well-Managed Classroom
Part III: Meeting the Multiple Needs of Students with Exceptionalities: What is Effective Practice?
Chapter 6: Learning Disabilities
Chapter 7: Emotional and Behavioral Disorders
Chapter 8: Intellectual Disabilities
Chapter 9: Attention Deficit Hyperactivity Disorder
Chapter 10: Autism Spectrum Disorder
Chapter 11: Communication Disorders
Chapter 12: Severe and Multiple Disabilities and Traumatic Brain Injury
Chapter 13: Sensory Impairments
Chapter 14: Physical Disabilities and Other Health Impairments
Chapter 15: Academically Gifted and Talented
Part IV: A Successful Career: Growing in Your Profession
Chapter 16: Continuing a Successful Career: Professionalism, Collaborative Support, and Professional Development