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Teaching Students Who Are Exceptional, Diverse, and At Risk in the General Education Classroom (4TH 07 - Old Edition)by Sharon Vaughn
Synopses & ReviewsPlease note that used books may not include additional media (study guides, CDs, DVDs, solutions manuals, etc.) as described in the publisher comments.
“This textbook is well-written, very comprehensive, and grounded in research that I can respect and use as an educator.”
Philip J. Lanasa III, Cameron University
“The style is motivating, using plenty of examples and anecdotes about teachers.”
Audrey Edwards, Eastern Illinois University
“My favorite sections were the Tips for Teachers, the information found in these little sections was amazing and easy to locate.”
Josephine Fritts, Ozarks Technical Community College
“The 60 Second Lesson’s content is excellent!”
Maureen Griffin, University of Wisconsin — Whitewater
“I feel that the Vaughn, Bos, & Schumm text includes additional valuable features that may help facilitate deeper student understanding and future application of the content in the field.”
Beth Anne Pruitt, Eastern Kentucky University
New to the Fourth Edition:
Prepare with the Power of Classroom Practice.
• Complete Assignments and Activities to apply text content to real classroom situations.
• Authentic classroom video shows real teachers and students interacting, and helps prepare you for the classroom.
• Explore the Building Teaching Skills and Dispositions exercises to practice and strengthen the skills that are essential to teaching.
• Case studies offer real-life perspectives on common issues and challenges faced in the classroom.
• Authentic student and teacher classroom artifacts provide you with the actual types of materials encountered every day by teachers.
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Based on the belief that even small accommodations make a difference in the success of students with disabilities, this text provides classroom teachers with the knowledge, tools, and practical strategies that will empower them to spark learning in every student.
From students with disabilities, culturally diverse students, and students with limited English proficiency to economically disadvantaged students Vaughn/Bos/Schumm provides teachers with the tools they need in their diverse classrooms. Revised to reflect recent changes in the law (IDEA 2004 & No Child Left Behind) and current terminology, the strength of the book continues to be its numerous learning activities and sample lessons addressing both elementary and secondary classrooms. This edition continues its very popular multi- chapter unit on curriculum adaptations with specific strategies and activities for teaching reading, writing, mathematics, content areas, and study skills, which has been further strengthened by a new capstone chapter on teaching self-advocacy, study skills and strategies. The strong emphasis on professional planning and collaboration make it an excellent resource for all teachers.
The newest edition features a new chapter on Autism; a new chapter on Developing Independence in Learning; an all new “Tech Tips” features that has received rave reviews; a revised chapter “Managing Student Behavior” that emphasizes school-wide behavior management and positive behavioral support; an expanded chapter on “Collaborating and Coordinating with Other Professionals and Family Members” with increased coverage of co-teaching; a revised chapter on “Planning and Grouping Strategies for Special Learners” that reflects an increased emphasis on grouping; and expanded coverage of secondary education via chapter-opening interviews, new photos, and new examples throughout the text.
About the Author
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 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 Institute 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: email@example.com
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 firstname.lastname@example.org
Table of Contents
1. Special Education and Inclusive Schooling.
2. Collaborating and Coordinating with Other Professionals and Family.
3. Teaching Students with Learning Disabilities or ADHD.
4. Teaching Students with Communication Disorders.
5. Teaching Students with Emotional and Behavioral Disorders.
6. Teaching Students with Autism Spectrum Disorders and Pervasive Developmental Disorders.
7. Teaching Students with Developmental Disabilities.
8. Teaching Students with Visual Impairments, Hearing Loss, Physical Disabilities, Health Impairments, or Traumatic Brain Injury.
9. Planning Grouping Strategies for Special Learners.
10. Managing Student Behavior and Promoting Social Acceptance.
11. Teaching Culturally and Linguistically Diverse Students.
12. Promoting Success for All Learners: Teaching Students Who Are at Risk and Students Who Are Gifted and Talented.
13. Facilitating Reading.
14. Facilitating Writing.
15. Helping All Students Succeed in Mathematics.
16. Teaching in the Content Areas.
17. Developing Independence in Learning: Teaching Self-Advocacy, Study Skills and Strategies.
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