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This is the 4th edition with a publication date of 6/25/2008.
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This updated editon ofTeaching Students with Severe Disabilities, 4/e,is written in a way that makes the most complex findings of research understandable and usable in the real educational world, this book offers comprehensive coverage of all of the issues that are pertinent to teaching students with severe disabilities.The authors clearly and completely address both methodology and curriculum, presenting topics in the order in which a teacher would approach them: prior considerations, planning and assessment, general instructional procedures, and, finally, procedures targeted to learners with specific disabling conditions. In addition, they pay thoughtful attention to assessment, the role of paraprofessionals, and multicultural concerns.For teachers and future teachers of students with severe/multiple disabilities.
Table of Contents
|Students with Severe Disabilities: Definitions, Descriptions, Characteristics, and Potential|
|Defining Severe Disabilities|
|Intellectual Disability Categories and Syndromes|
|Characteristics of Persons with Severe Disabilities|
|Potential for Success by Persons with Severe Disabilities|
|Philosophy and Best Practices for Educating Students with Severe Disabilities|
|A Philosophy of Services|
|Contemporary Best Practices for Students with Severe Disabilities|
|The Bases of Best Practices|
|The Meaning of Special Education|
|Collaboration Among Professionals and Paraeducators|
|The Meaning of Collaboration|
|Parents, Families, and Cultural Issues|
|Promoting Family Involvement|
|The Meaning of Collaboration|
|Establishing Partnerships with the Family|
|Providing Culturally Competent Education and Support|
|Providing Support to Parents|
|The Role of Teachers When Collaborating with Parents|
|Providing Culturally Competent Instruction|
|Preparing to Teach|
|Planning Instructional Programs for Students with Severe Disabilities|
|Planning for Students with Severe Disabilities|
|Conducting Assessments to Determine Instructional Needs|
|Approaches to Assessment|
|General Instructional Procedures|
|Teaching Students to Acquire New Skills|
|Elements of Effective Instruction|
|Good General Teaching Practices|
|How Behaviors and Skills are Learned|
|Instructional Tactics for Teaching New Skills to Students with Severe Disabilities|
|Teaching Skills for Generalization and Maintenance|
|The Importance of Generalization and Maintenance|
|Strategies That Have Been Used to Achieve Skill Generalization|
|Applying Generalization Strategies|
|Teaching Skill Maintenance|
|Writing Instructional Programs to Include Generalization Instruction and to Promote Maintenace|
|Evaluating Student Progress|
|The Importance of Evaluating Student Progress|
|Alternate Assessment Requirements for Students with Severe Disabilities|
|Portfolio Assessment Procedures|
|Continuous Direct Assessment|
|Creating Inclusive Educational Environments|
|Table of Contents provided by Publisher. All Rights Reserved.|