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Including Students with Severe and Multiple Disabilities in Typical Classrooms: Practical Strategies for Teachers

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Including Students with Severe and Multiple Disabilities in Typical Classrooms: Practical Strategies for Teachers Cover

 

Synopses & Reviews

Publisher Comments:

The bestselling resource from the most trusted name in special education gets a top-to-bottom update in this new third edition. Revised to reflect the realities of today's K-12 classrooms, this book gives teachers all the latest research-based, practical strategies for fully including students with sensory impairments and cognitive and physical disabilities. June Downing and a select group of expert contributors build on the popular previous editions, arming pre- and in-service educators with new and expanded material on hot topics such as
  • ensuring access to core content areas—language arts, math, science, and social studies
  • teaching effectively in the "age of accountability"
  • measuring student progress toward state and national standards
  • easing transitions, both between schooling levels and between school and adult life
  • writing measurable IEP goals and objectives
  • encouraging peer-to-peer learning and support
  • understanding the legislative changes connected to NCLB and the latest reauthorization of IDEA
A helpful Q&A chapter gives teachers straightforward advice on addressing their most common challenges, and the appendices point educators to more resources on inclusion, instruction, and augmentative and alternative communication. A trusted guide and a widely used textbook since its first edition was published in 1996, this readily accessible book will help teachers maintain high expectations for students with severe and multiple disabilities and create successful inclusive classrooms where every child learns.

Book News Annotation:

Tucson, Arizona-based consultant Downing (California State U., Northridge) presents a revised resource text offering K-12 teachers research-based, practical strategies for inclusive education. The third edition features even more emphasis on academics for all students, with many different examples included of the learning that is possible when teachers hold high expectations for all students and provide the necessary supports for students to be successful. Downing has interspersed core curricular standards throughout the text to more clearly demonstrate the relationship between the standard, the needs of the student, and the individualized education program objective. The new edition also incorporates contributions from Joanne Eichinger (education, U. of Rhode Island), MaryAnn Demchak (educational specialties, U. of Nevada-Reno), and Sandra Hicks (education, U. of Rhode Island). Annotation ©2008 Book News, Inc., Portland, OR (booknews.com)

Synopsis:

This supplemental text and professional resource offers teachers strategies for including students with sensory impairments and cognitive and physical disabilities in the classroom. Building on the success of the previous editions, this volume includes up

Synopsis:

Revised to reflect the realities of today's K?12 classrooms, this newly updated, best-selling resource gives teachers all the latest research-based, practical strategies for fully including students with sensory impairments and cognitive and physical disa

About the Author

MaryAnn Demchak, Ph.D., teaches graduate courses in severe disabilities. In addition, as the project director of the Nevada Dual Sensory Impairment Project, Dr. Demchak provides technical assistance to families and service providers of children who are deafblind. Her research interests include inclusion of students with severe disabilities in typical classrooms, meeting the unique educational needs of students with severe disabilities, and positive support for behavior problems.

June E. Downing, Ph.D., prepares teachers to meet the needs of students with moderate to severe and multiple disabilities. In this capacity, she teaches courses, advises students, and supervises teachers in their practicum experiences. Dr. Downing has provided in-service training to teachers, administrators, parents, and support staff around the country. She has been interested in the education of students with severe and multiple disabilities (especially those with sensory impairments) since 1974 and has served as a paraprofessional, teacher, work experience coordinator, consultant, researcher, and teacher trainer. Areas of research include investigating related topics such as educating all students together, enhancing the social-communicative skills of students with severe disabilities, adapting for the unique needs of individual students, developing paraprofessional skills, and preparing teachers for inclusive education.

Joanne Eichinger, Ph.D., teaches graduate and undergraduate courses to students in elementary education and graduate courses to students in school psychology. Prior to obtaining her doctorate at Syracuse University in 1988, she taught learners with disabilities for 8 years. She also worked as the project coordinator and then director of the Northeast Region of The Association for Persons with Severe Handicaps technical assistance project, serving students with dual sensory impairments. Her research interests include promoting positive attitudes toward people with disabilities, examining job stress and satisfaction among special educators, and investigating the efficacy of promising educational practices in inclusive classes.

Dr. Hicks teaches graduate and undergraduate courses to students in elementary education. She supervises student teachers and teaches courses in cultural diversity, elementary school assessment and social studies, and elementary school curriculum. Prior to receiving her doctorate at the University of Arizona in Language, Reading, and Culture in 1993, she taught elementary school in Southern California. Her research interests include standards-based elementary social studies, preservice teachers’ development of cultural competence, and effective use of technology in elementary schools.

Martha E. Snell, Ph.D., is a professor in the Curry School of Education at the University of Virginia where she has taught since 1973. Her focus is special education and, specifically, the preparation of teachers of students with mental retardation and severe disabilities and young children with disabilities. Prior to completing her doctoral degree in special education at Michigan State University, she worked with children and adults with disabilities as a residential child care worker, a teacher, and a provider of technical assistance to school and residential programs. In addition to teaching coursework at the undergraduate and graduate levels, she currently coordinates the special education program, supervises teachers in training, provides in-service training to teachers and parents in schools and agencies, conducts research, serves on the boards of several community agencies serving people with disabilities, and is an active member of the American Association on Mental Retardation and TASH (formerly The Association for Persons with Severe Handicaps).

Table of Contents

About the Authors

Forewordby Martha E. Snell

Preface

Acknowledgments

  1. Educating Students with Diverse Strengths and Needs Together: Rationale for Inclusion

    June E. Downing and Joanne Eichinger

  2. Instruction in the General Education Environment: The Age of Accountability

    Joanne Eichinger, June E. Downing, and Sandra J. Hicks

  3. First Steps: Determining Individual Abilities and How Best to Support Students

    June E. Downing and MaryAnn Demchak

  4. The Preschool Student

    MaryAnn Demchak and June E. Downing

  5. The Elementary School Student

    June E. Downing

  6. The Middle School or Junior High School Student

    June E. Downing

  7. The High School Studen

    June E. Downing

  8. The Important Role of Peers in Inclusive Education

    June E. Downing and Joanne Eichinger

  9. Working Cooperatively: The Role of Team Members

    June E. Downing

  10. Are They Making Progress? Assessing the Skills of Students with Severe and Multiple Disabilities in General Education Classrooms

    June E. Downing

  11. Some Common Concerns and Responses

    June E. Downing

Appendix ASystematic Teaching Resources

Appendix BResources on Augmentative and Alternative Communication

Appendix CAugmentative and Alternative Communication System Hardware Manufacturers

Appendix DVideotapes/DVDs on Inclusion

Index

Product Details

ISBN:
9781557669087
Author:
Downing, June E.
Publisher:
Brookes Publishing Company
Foreword by:
Snell, Martha E.
Foreword:
Snell, Martha E.
Author:
Downing, June
Author:
Snell, Martha
Author:
Snell, Martha E.
Subject:
Education
Subject:
Mainstreaming in education
Subject:
Special Education - General
Subject:
Mainstreaming in education -- United States.
Subject:
Children with disabilities - Education -
Subject:
Teaching Methods & Materials - Classroom Planning
Subject:
Education-Learning Disabilities
Subject:
Special / General
Subject:
severe, multiple, sensory impairments, education, inclusion, adaptations, accommodations, IEP, teaching, blindness, deafness, disabilities, 97781557669087, 69087, 978-1-55766-908-7, downing, eichinger, demchak, hicks, hearing impaired, blind, cognitive, d
Edition Description:
Paperback
Publication Date:
20080431
Binding:
TRADE PAPER
Language:
English
Illustrations:
Y
Pages:
352
Dimensions:
254 x 177.8 mm

Related Subjects

Education » General
Education » Learning Disabilities

Including Students with Severe and Multiple Disabilities in Typical Classrooms: Practical Strategies for Teachers New Trade Paper
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Product details 352 pages Brookes Publishing Company - English 9781557669087 Reviews:
"Synopsis" by , This supplemental text and professional resource offers teachers strategies for including students with sensory impairments and cognitive and physical disabilities in the classroom. Building on the success of the previous editions, this volume includes up
"Synopsis" by ,
Revised to reflect the realities of today's K?12 classrooms, this newly updated, best-selling resource gives teachers all the latest research-based, practical strategies for fully including students with sensory impairments and cognitive and physical disa
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