Wintersalen Sale
 
 

Special Offers see all

Enter to WIN a $100 Credit

Subscribe to PowellsBooks.news
for a chance to win.
Privacy Policy

Tour our stores


    Recently Viewed clear list


    The Powell's Playlist | October 21, 2014

    Anne Rice: IMG The Powell’s Playlist: Anne Rice



    These are the songs that wake me up, take me out of my worries and anxieties, wash my brain cells, and send me to the keyboard to write with new... Continue »

    spacer

Exceptional Lives: Special Education in Today's Schools

Exceptional Lives: Special Education in Today's Schools Cover

 

Synopses & Reviews

Publisher Comments:

Prepare with the Power of Classroom Practice. Register for MyEducationLab today at www.myeducationlab.com.

 

MyEducationLab is an online solution that provides highly relevant assignments and resources designed to connect your textbook to real teaching situations. It is fully integrated with your textbook; wherever you see the MyEducationLab logo in the margins or elsewhere in the text, follow the simple instructions to access videos, strategies, cases, and artifacts associated with assignments, activities, and learning units on MyEducationLab.

 

MyEducationLab provides you with opportunities to study and thoroughly understand your course content and also to practice the skills needed to become a successful classroom teacher:

 

Prepare with the Power of Classroom Practice.

•  Take Practice Tests for each chapter of your text.

— Completion of each practice test generates a study plan that is unique to you.

—  The study plan links to text excerpts, activities with feedback, and videos and other media that can help you master concepts covered in your text.

• 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.

 

To order this book WITH MyEducationLab, use either

Synopsis:

Through real-life stories about children, their families, and their teachers, and through the use of the most recent evidence-based research on special education, this important book provides students with a comprehensive introduction to special education and its relationship to general education. The sixth edition provides this experience within the framework of three guiding themes: Inclusion, Partnerships, and Universal Design for Learning. Long noted for its focus on progress in general education through inclusion, families, and parent-professional partnerships, the new sixth edition of Exceptional Lives: Special Education in Today's Schools, now includes a Values and Outcomes end-of-chapter feature that focuses on ideal educational results as well as IEP marginal notes that allow readers to link content to practical lessons. New to this Edition
  • NEW Values and Outcomessections appear at the end of each chapter to discuss the ideal educational outcomes for each student presented in the opening vignette - outcomes that can occur if teachers put highly effective, research-based strategies into practice and uphold the values addressed throughout the book.
  • NEW IEP Margin Notes are integrated throughout each chapter to help inform teachers of their role in the IEP process in relation to chapter content video clips on MyEducationLab reinforce this IEP focus. Both IEP features help link content with a practical focus.
  • MyEducationLab To package this text with the book-specific version of MyEdLab use this ISBN: 0-136-10141-0
  • Chapter 3 is completely revised in the sixth edition. See the table of contents for changes.
  • More in-depth coverage in chapter 2 on the IEP process.
  • More in-depth coverage of Response-to-Intervention (RTI) in chapter 5.
  • Synopsis:

    Through real-life stories about children, their families, and their teachers, and through the use of the most recent evidence-based research on special education, this important book provides students with a comprehensive introduction to special education and its relationship to general education. The sixth edition provides this experience within the framework of three guiding themes: Inclusion, Partnerships, and Universal Design for Learning.

     

    Long noted for its focus on progress in general education through inclusion, families, and parent-professional partnerships, the new sixth edition of Exceptional Lives: Special Education in Today's Schools, now includes a “Values and Outcomes” end-of-chapter feature that focuses on ideal educational results as well as IEP marginal notes that allow readers to link content to practical lessons.

     

    New to this Edition!

     

  • NEW! “Values and Outcomes”sections appear at the end of each chapter to discuss the ideal educational outcomes for each student presented in the opening vignette – outcomes that can occur if teachers put highly effective, research-based strategies into practice and uphold the values addressed throughout the book.
  • NEW! IEP Margin Notes are integrated throughout each chapter to help inform teachers of their role in the IEP process in relation to chapter content video clips on MyEducationLab reinforce this IEP focus. Both IEP features help link content with a practical focus. 
  • MyEducationLab! To package this text with the book-specific version of MyEdLab use this
  • Table of Contents

    Contents

     

    Chapter 1 – Overview of Today’s Special Education

    Who Is Thomas Ellenson?

    Profile of Special Education Students and Personnel in Today’s Schools   

        Who Are the Students?

    Who Are Special Education Personnel?   

    Overview of the Law and Special Education 

        Two Types of Discrimination

        Judicial Decisions and Legislation 

        Special Education and Students’ Eligibility

        Components of Special Education

    IDEA: Six Principles

        Zero Reject     

        Nondiscriminatory Evaluation   

        Appropriate Education 

        Least Restrictive Environment  

        Procedural Due Process  

        Parent and Student Participation   

        Bringing the Six Principles Together  

        Federal Funding of IDEA 

    NCLB and Other Federal Laws   

        No Child Left Behind Act

        Rehabilitation Act

        Tech Act 

    Special Education Results

    Values and Outcomes      

    What Do You Think?      

    Addressing the Standards: The Values Connection

    Summary 

     

    Chapter 2 – Ensuring Progress in the General Education Curriculum Through Universal Design for Learning and Inclusion

    Who Is Dani Gonzalez?   

    What Is “Progress in the General Education Curriculum”?     

        How Does the General Education Curriculum Benefit Students with Disabilities?   

        Why Is Progress in the General Education Curriculum Valued? 

    How Do Supplementary Aids and Services and Universal Design for Learning Support Progress? 

        What Are Supplementary Aids and Services?   

        What Is Universal Design?

        How Does Universal Design for Learning Facilitate Progress?   

    How Does Inclusion Support Progress?   

        What Are Student-Placement Trends? 

        What Is Inclusion?

        What Student Outcomes Are Associated with Inclusion?  

        How Does Inclusion Facilitate Progress?  

    How Does a Student’s IEP Support Progress? 

        Who Designs an IEP and What Are Their Duties?    

        What Are the Components of the IEP?

        Addressing Progress Through the IEP  

    What Should Educators Do to Support Progress?

        Creating Learning Communities

        Designing Units and Lessons

        Implementing Schoolwide Instructional Strategies     

    Values and Outcomes      

    What Do You Think?      

    Addressing the Standards: The Values Connection

    Summary 

     

    Chapter 3  — Issues and Responses in Today’s Culturally Diverse Schools   

    Who Is De’Ja McGee?

    Defining Culture and Its Implications for Special Education   

    The Social Context of Special Education  

        History Justifying IDEA

    Disproportionate Representation  

        Risk Ratios      

        Percentage of Students in Special Education in Different Environments by Race/Ethnicity      

        Gifted Education Placement 

    Factors Associated with Disproportionate Representation and Educational Equality       

        Racial/Ethnic Considerations

        Language Considerations 

        Poverty Considerations

        Relationships Among Race-Ethnicity, Language, and Poverty    

    Becoming a Culturally Responsive Teacher and Advocate

        Enhancing Self-Awareness

        Increasing Your Knowledge and Experiences of Other Cultures

        Implementing Culturally Responsive Instruction 

        Advocating for Systems Change   

    Values and Outcomes      

    What Do You Think?      

    Addressing the Standards: The Values Connection   

    Summary 

     

    Chapter 4 – Today’s Families and Their Partnerships with Professionals   

    Who Is the Holley Family?   

    Who Are Today’s Families?

        Defining Family

        Demographics of Today’s Families

    What Are Partnerships and Why Are They Important? 

        Defining Partnerships   

        Importance of Partnerships      

    How Do Children with Exceptionalities Affect Their Families’ Quality of Life, and What Is Your Role as an Educator?      

        Emotional Well Being

        Parenting 

        Family Interaction

        Physical/Material Well-Being

        Exceptionality-Related Support

    How Can You Form Partnerships with Families?  

        Communication

        Professional Competence 

        Respect   

        Commitment

        Equality   

        Advocacy

        Trust

    Values and Outcomes      

    What Do You Think?      

    Addressing the Standards: The Values Connection   

    Summary 

     

    Chapter 5 – Understanding Students with Learning Disabilities  

    Who Is Lauren Marsh?

    Identifying Students with Learning Disabilities   

        Defining Learning Disabilities    

        Describing the Characteristics  

        Determining the Causes

    Evaluating Students with Learning Disabilities    

        Determining the Presence of a Learning Disability 

        Determining the Nature of Specially Designed Instruction and Services  

    Designing an Appropriate IEP  

        Partnering for Special Education and Related Services  

        Determining Supplementary Aids and Services 

        Planning for Universal Design for Learning

        Planning for Other Educational Needs  

    Using Effective Instructional Strategies  

        Early Childhood Students: Embedded Learning Opportunities   

        Elementary and Middle School Students: Differentiated Instruction    

        Secondary and Transition Students: Learning Strategies

    Including Students with Learning Disabilities     

    Assessing Students’ Progress

        Measuring Students’ Progress      

        Making Accommodations for Assessment

    Values and Outcomes      

    What Do You Think?  

    Addressing the Standards: The Values Connection   

    Summary 

     

    Chapter 6 – Understanding Students with Communication Disorders     

    Who Is George Wedge?  

    Identifying Students with Communication Disorders  

        Defining Communication Disorders

        Describing the Characteristics  

        Determining the Causes    

    Evaluating Students with Communication Disorders  

        Determining the Presence of Communication Disorders 

        Determining the Nature of Specifically Designed Instruction and Services  

    Designing an Appropriate IEP  

        Partnering for Special Education and Related Services  

        Determining Supplementary Aids and Services 

        Planning for Universal Design for Learning    

        Planning for Other Educational Needs  

    Using Effective Instructional Strategies  

        Early Childhood Students: Facilitative Language Strategies    

        Elementary and Middle School Students: Graphic Organizer Modifications

        Secondary and Transitional Students: Augmented Input

    Including Students with Communication Disorders

    Assessing Students’ Progress

        Measuring Students’ Progress      

        Making Accommodations for Assessment

    Values and Outcomes  

    What Do You Think?      

    Addressing the Standards: The Values Connection

    Summary 

     

    Chapter 7 – Understanding Students with Emotional or Behavioral Disorders    

    Who Is Matthew Ackinclose?      

    Identifying Students with Emotional or Behavioral Disorders     

        Defining Emotional or Behavioral Disorders  

        Describing the Characteristics  

        Determining the Causes

    Evaluating Students with Emotional or Behavioral Disorders      

        Determining the Presence of Emotional or Behavioral Disorders

        Determining the Nature of Specifically Designed Instruction and Services  

    Designing an Appropriate IEP  

        Partnering for Special Education and Related Services  

        Determining Supplementary Aids and Services 

        Planning for Universal Design for Learning

        Planning for Other Educational Needs  

    Using Effective Instructional Strategies  

        Early Childhood Students: Multicomponent Interventions to Prevent Conduct     Disorders

        Elementary and Middle School Students: Service Learning    

        Secondary and Transition Students: Conflict Resolution

    Including Students with Emotional or Behavioral Disorders   

    Assessing Students’ Progress

        Measuring Students’ Progress      

        Making Accommodations for Assessment

    Values and Outcomes      

    What Do You Think?      

    Addressing the Standards: The Values Connection

    Summary 

     

    Chapter 8 – Understanding Students with Attention-Deficit/Hyperactivity Disorder

    Who Is Kelsey Blankenship?

    Identifying Students with AD/HD 

        Defining Attention-Deficit/Hyperactivity Disorder  

        Describing the Characteristics  

        Determining the Causes

    Evaluating Students with AD/HD  

        Determining the Presence of AD/HD

        Determining the Nature of Specifically Designed Instruction and Services      

    Designing an Appropriate IEP  

        Partnering for Special Education and Related Services  

        Determining Supplementary Aids and Services 

        Planning for Universal Design for Learning

        Planning for Other Educational Needs  

    Using Effective Instructional Strategies  

        Early Childhood Students: Multidisciplinary Diagnostic and Training Program    

        Elementary and Middle School Students: Errorless Learning     

        Secondary and Transition Students: Cognitive Behavioral and Self-ControlStrategies

    Including Students with AD/HD   

    Assessing Students’ Progress

        Measuring Students’ Progress      

        Making Accommodations for Assessment    

    Values and Outcomes      

    What Do You Think?  

    Addressing the Standards: The Values Connection

    Summary 

     

    Chapter 9 – Understanding Students with Intellectual Disability 

    Who Is Stephen Sabia?   

    Identifying Students with Intellectual Disability   

        Defining Intellectual Disability   

        Describing the Characteristics  

        Determining the Causes

    Evaluating Students with Intellectual Disability   

        Determining the Presence of Intellectual Disability     

        Determining the Nature of Specifically Designed Instruction and Services      

    Designing an Appropriate IEP  

        Partnering for Special Education and Related Services  

        Determining Supplementary Aids and Services 

        Planning for Universal Design for Learning

        Planning for Other Educational Needs  

    Using Effective Instructional Strategies  

        Early Childhood Students: Prelinguistic Milieu Teaching

        Elementary and Middle School Students: The Self-Determined Learning Model of Instruction

        Secondary and Transition Students: Community-Based Instruction    

    Including Students with Intellectual Disability     

    Assessing Students’ Progress

        Measuring Students’ Progress      

        Making Accommodations for Assessment

    Values and Outcomes      

    What Do You Think?  

    Addressing the Standards: The Values Connection

    Summary 

     

    Chapter 10 – Understanding Students with Multiple Disabilities 

    Who Is Sierra Smith?

    Identifying Students with Multiple Disabilities    

        Defining Multiple Disabilities     

        Describing the Characteristics  

        Determining the Causes

    Evaluating Students with Multiple Disabilities    

        Determining the Presence of Multiple Disabilities   

        Determining the Nature of Specifically Designed Instruction and Services  

    Designing an Appropriate IEP  

        Partnering for Special Education and Related Services  

        Determining Supplementary Aids and Services 

        Planning for Universal Design for Learning    

        Planning for Other Educational Needs  

    Using Effective Instructional Strategies  

        Early Childhood Students: Children’s School Success   

        Elementary and Middle School Students: The Partial Participation Principle

        Secondary and Transition Students: Student-Directed Learning Strategies 

    Including Students with Multiple Disabilities      

    Assessing Students’ Progress   

        Measuring Students’ Progress      

        Making Accommodations for Assessment

    Values and Outcomes      

    What Do You Think?      

    Addressing the Standards: The Values Connection

    Summary 

     

    Chapter 11 – Understanding Students with Autism

    Who Is Shawn Jackson?  

    Identifying Students with Autism   

        Defining Autism   

        Describing the Characteristics  

        Determining the Causes

    Evaluating Students with Autism   

        Determining the Presence of Autism 

        Determining the Nature of Specifically Designed Instruction and Services  

    Designing an Appropriate IEP  

        Partnering for Special Education and Related Services  

        Determining Supplementary Aids and Services 

        Planning for Universal Design for Learning

        Planning for Other Educational Needs  

    Using Effective Instructional Strategies  

        Early Childhood Students: Social Stories  

        Elementary and Middle School Students: Schoolwide Positive Behavior Support   

        Secondary and Transition Students: Discrete Trial Teaching  

    Including Students with Autism 

    Assessing Students’ Progress

        Measuring Students’ Progress      

        Making Accommodations for Assessment

    Values and Outcomes      

    What Do You Think?      

    Addressing the Standards: The Values Connection

    Summary 

     

    Chapter 12 – Understanding Students with Physical Disabilities and Other Health Impairments  

    Who Is Ryan Frisella?      

    Who Is Kwashon Drayton?     

    Identifying Students with Physical Disabilities and Other Health Impairments      

    Physical Disabilities      

        Defining Physical Disabilities     

        Cerebral Palsy: Describing the Characteristics and Determining the Causes   

        Spina Bifida: Describing the Characteristics and Determining the Causes   

    Other Health Impairments

        Defining Other Health Impairments

        Epilepsy: Describing the Characteristics and Determining the Causes     

        Asthma: Describing the Characteristics and Determining the Causes      

    Evaluating Students with Physical Disabilities and Other Health Impairments      

        Determining the Presence of Physical Disabilities and Other Health Impairments

        Determining the Nature of Specifically Designed Instruction and Services  

    Designing an Appropriate IEP   346

        Partnering for Special Education and Related Services  

        Determining Supplementary Aids and Services 

        Planning for Universal Design for Learning

        Planning for Other Educational Needs  

    Using Effective Instructional Strategies  

        Early Childhood Students: Token Economy System  

        Elementary and Middle School Students: Self-Awareness 

        Secondary and Transition Students: Driver’s Education 

    Including Students with Physical Disabilities and Other Health Impairments

    Assessing Students’ Progress

        Measuring Students’ Progress      

        Making Accommodations for Assessment

    Values and Outcomes      

    What Do You Think?  

    Addressing the Standards: The Values Connection

    Summary 

     

    Chapter 13 – Understanding Students with Traumatic Brain Injury    

    Who Is Dylan Outlaw?

    Identifying Students with Traumatic Brain Injury

        Defining Traumatic Brain Injury

        Describing the Characteristics  

        Determining the Causes

    Evaluating Students with Traumatic Brain Injury

        Determining the Presence of Traumatic Brain Injury  

        Determining the Nature of Specifically Designed Instruction and Services      

    Designing an Appropriate IEP  

        Partnering for Special Education and Related Services  

        Determining Supplementary Aids and Services 

        Planning for Universal Design for Learning    

        Planning for Other Educational Needs  

    Using Effective Instructional Strategies  

        Early Childhood Students: Collaborative Teaching

        Elementary and Middle School Students: Cooperative Learning

        Secondary and Transition Students: Problem-Solving and Decision-Making Instruction

    Including Students with Traumatic Brain Injury  

    Assessing Students’ Progress   

        Measuring Students’ Progress      

        Making Accommodations for Assessment

    Values and Outcomes      

    What Do You Think?      

    Addressing the Standards: The Values Connection

    Summary 

     

    Chapter 14 – Understanding Students with Hearing Loss  

    Who Are Mariah, Ricquel, and Shylah Thomas?   

    Identifying Students with Hearing Loss 

        Defining Hearing Loss  

        Describing the Characteristics  

        Determining the Causes

    Evaluating Students with Hearing Loss  

        Determining the Presence of Hearing Loss

        Determining the Nature of Specifically Designed Instruction and Services  

    Designing an Appropriate IEP  

        Partnering for Special Education and Related Services  

        Determining Supplementary Aids and Services 

        Planning for Universal Design for Learning

        Planning for Other Educational Needs  

    Using Effective Instructional Strategies  

        Early Childhood Students: Facilitative Language Strategies

        Elementary and Middle School Students: Graphic Organizer Modifications

        Secondary and Transition Students: Augmented Input   

    Including Students with Hearing Loss   

        Educational Quality      

        Educational Placement 

    Assessing Students’ Progress

        Measuring Students’ Progress      

        Making Accommodations for Assessment

    Values and Outcomes      

    What Do You Think?      

    Addressing the Standards: The Values Connection

    Summary 

     

    Chapter 15 – Understanding Students with Visual Impairments 

    Who Is Haley Sumner?

    Identifying Students with Visual Impairments     

        Defining Visual Impairments 

        Describing the Characteristics  

        Determining the Causes

    Evaluating Students with Visual Impairments     

        Determining the Presence of Visual Impairments   

        Determining the Nature of Specifically Designed Instruction and Services  

    Designing an Appropriate IEP  

        Partnering for Special Education and Related Services  

        Determining Supplementary Aids and Services 

        Planning for Universal Design for Learning

        Planning for Other Educational Needs  

    Using Effective Instructional Strategies  

        Early Childhood Students: Programming That Focuses on Real Experiences      

        Elementary and Middle School Students: Accommodations to Develop Basic    Skills   

        Secondary and Transition Students: Preparing for Adult Life     

    Including Students with Visual Impairments   

    Assessing Students’ Progress

        Measuring Students’ Progress      

        Making Accommodations for Assessment

    Values and Outcomes      

    What Do You Think?  

    Addressing the Standards: The Values Connection

    Summary 

     

    Chapter 16 – Understanding Students Who Are Gifted and Talented    

    Who is Briana Hopkins?  

    Identifying Students Who Are Gifted and Talented

        Defining Gifted and Talented

        Describing the Characteristics  

        Determining the Causes

    Evaluating Students Who Are Gifted and Talented    

        Determining the Presence of Giftedness and Talents  

        Determining the Nature of Specifically Designed Instruction and Services  

    Designing an Appropriate Education 

        Partnering for Special Education and Related Services  

        Determining Supplementary Aids and Services 

        Planning for Universal Design for Learning

        Planning for Other Educational Needs  

    Using Effective Instructional Strategies  

        Early Childhood Students: Multiple Intelligences   

        Elementary and Middle School Students: Schoolwide Enrichment 

        Secondary and Transition Students: Promoting Creativity and Critical-   Thinking Skills 

    Including Students Who Are Gifted and Talented  

    Assessing Students’ Progress   

        Measuring Students’ Progress      

        Making Accommodations for Assessments

    Values and Outcomes      

    What Do You Think?      

    Addressing the Standards: The Values Connection

    Summary 

     

    Appendix

    Glossary  

    References      

     

    Name Index    

    Subject Index

    Product Details

    ISBN:
    9780135026960
    Subtitle:
    Special Education in Today's Schools (with MyEducationLab)
    Publisher:
    Pearson
    Author:
    Wehmeyer, Michael L.
    Author:
    Walker
    Author:
    Turnbull, Ann P.
    Author:
    Turnbull, Ann
    Author:
    Turnbull, H. Rutherford
    Author:
    Leal, Dorothy
    Subject:
    Education
    Subject:
    Special education
    Subject:
    Special Education - General
    Subject:
    Special education -- United States.
    Subject:
    Children with disabilities - Education -
    Subject:
    Special / General
    Subject:
    Education-Learning Disabilities
    Copyright:
    Edition Description:
    Trade paper
    Publication Date:
    December 2008
    Binding:
    Miscellaneous printed material
    Grade Level:
    College/higher education:
    Language:
    English
    Illustrations:
    Y
    Pages:
    576
    Dimensions:
    10.8 x 8.1 x 0.9 in 1057 gr

    Related Subjects


    Education » Learning Disabilities
    Health and Self-Help » Health and Medicine » Medical Specialties
    Textbooks » General

    Exceptional Lives: Special Education in Today's Schools
    0 stars - 0 reviews
    $ In Stock
    Product details 576 pages Prentice Hall - English 9780135026960 Reviews:
    "Synopsis" by , Through real-life stories about children, their families, and their teachers, and through the use of the most recent evidence-based research on special education, this important book provides students with a comprehensive introduction to special education and its relationship to general education. The sixth edition provides this experience within the framework of three guiding themes: Inclusion, Partnerships, and Universal Design for Learning. Long noted for its focus on progress in general education through inclusion, families, and parent-professional partnerships, the new sixth edition of Exceptional Lives: Special Education in Today's Schools, now includes a Values and Outcomes end-of-chapter feature that focuses on ideal educational results as well as IEP marginal notes that allow readers to link content to practical lessons. New to this Edition
  • NEW Values and Outcomessections appear at the end of each chapter to discuss the ideal educational outcomes for each student presented in the opening vignette - outcomes that can occur if teachers put highly effective, research-based strategies into practice and uphold the values addressed throughout the book.
  • NEW IEP Margin Notes are integrated throughout each chapter to help inform teachers of their role in the IEP process in relation to chapter content video clips on MyEducationLab reinforce this IEP focus. Both IEP features help link content with a practical focus.
  • MyEducationLab To package this text with the book-specific version of MyEdLab use this ISBN: 0-136-10141-0
  • Chapter 3 is completely revised in the sixth edition. See the table of contents for changes.
  • More in-depth coverage in chapter 2 on the IEP process.
  • More in-depth coverage of Response-to-Intervention (RTI) in chapter 5.
  • "Synopsis" by ,

    Through real-life stories about children, their families, and their teachers, and through the use of the most recent evidence-based research on special education, this important book provides students with a comprehensive introduction to special education and its relationship to general education. The sixth edition provides this experience within the framework of three guiding themes: Inclusion, Partnerships, and Universal Design for Learning.

     

    Long noted for its focus on progress in general education through inclusion, families, and parent-professional partnerships, the new sixth edition of Exceptional Lives: Special Education in Today's Schools, now includes a “Values and Outcomes” end-of-chapter feature that focuses on ideal educational results as well as IEP marginal notes that allow readers to link content to practical lessons.

     

    New to this Edition!

     

  • NEW! “Values and Outcomes”sections appear at the end of each chapter to discuss the ideal educational outcomes for each student presented in the opening vignette – outcomes that can occur if teachers put highly effective, research-based strategies into practice and uphold the values addressed throughout the book.
  • NEW! IEP Margin Notes are integrated throughout each chapter to help inform teachers of their role in the IEP process in relation to chapter content video clips on MyEducationLab reinforce this IEP focus. Both IEP features help link content with a practical focus. 
  • MyEducationLab! To package this text with the book-specific version of MyEdLab use this
  • spacer
    spacer
    • back to top

    FOLLOW US ON...

         
    Powell's City of Books is an independent bookstore in Portland, Oregon, that fills a whole city block with more than a million new, used, and out of print books. Shop those shelves — plus literally millions more books, DVDs, and gifts — here at Powells.com.