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The Syracuse Community-Referenced Curriculum Guide for Students with Moderate and Severe Disabilitiesby Alison, Ph.d. Ford
Synopses & Reviews
Serving learners from kindergarten through age 21, this field-tested curriculum is a must for professionals and parents devoted to directly preparing a student to function in the world. It examines the role of community living domains, functional academics, and embedded skills, and includes practical implementation strategies and indispensable information for preparing students whose learning needs go beyond the scope of traditional academic programs.
This field-tested curriculum, serving learners from kindergarten through age 21, is designed to prepare students with disabilities to thrive in the real world.
- community living domains<BR>- functional academic skills<BR>- embedded social, communication, and motor skills
About the Author
Jim Black, M.S., is a Training Specialist in the Syracuse City School District, where he is involved in developing curriculum and instructional practices that prepare students with disabilities for active participation within integrated school and community environments. He is currently the president the Finger Lakes Chapter of the Association for Persons with Severe Handicaps. He is also a doctoral student at Syracuse University where his research has focused on issues such as the social validity of work performed by persons with severe multiple handicaps and paraprofessional training.
Linda Davern, M.S., is a doctoral student in the Division of Special Education and Rehabilitation at Syracuse University. Her past positions include that of research assistant with the Syracuse Curriculum Project, public school teacher, and adult service worker. Her primary research interest is focused on integration efforts in public schools.
Patrick Dempsey, M.S., is a Supervisor of Special Education in the Syracuse City School District, where he assumes responsibility for the education of more than 2,000 students with disabilities. He has been actively involved in the Syracuse Curriculum Project since its inception.
Alison Ford is an Associate Professor of Special Education at Syracuse University. She works collaboratively with the Syracuse City School District to prepare teachers, develop curricula, and design program models. Her recent work has focused on the development of community-referenced curricula and strategies for teaching students with severe disabilities in the life of the school.
Luanna H. Meyer, Ph.D., is Pro Vice-Chancellor at Massey University College of Education in New Zealand. Luanna H. Meyer's research has focused on inclusion, cooperative classroom management, challenging behavior, and multicultural education; she has authored more than 200 books, research articles, and book chapters. In her previous position as Professor of Education at Syracuse University, she also directed the Inclusive Elementary and Special Education Program. The work in her chapter for this book was supported by and carried out while she was Director of the Consortium for Collaborative Research on Social Relationships of Children and Youth with Diverse Abilities and the New York Partnership for Statewide Systems Change at Syracuse University.
Roberta Schnorr is a doctoral student in the Division of Special Education and Rehabilitation at Syracuse University. She has served as the coordinator of the Syracuse Curriculum Project at the University, working directly with a number of school districts involved in curriculum development efforts for students with severe disabilities. She has had extensive experience as a special education teacher.
Table of Contents
Task force Participants
Section I: Overview
B. Scope and Sequence Charts: Extended Versions
C. Blank Repertoire Charts
D. Example Vocational Training Site Agreement and Brochure
E. Example Individualized Education Program Goals and Objectives
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