Note: This is the loose-leaf version of Teaching Students with Severe Disabilities and does not include access to the Pearson eText. To order the Pearson eText packaged with the loose-leaf version, use ISBN 0133388085. This text presents comprehensive coverage of the major issues pertinent to teaching students with severe disabilities in a form readers can readily understand and apply in their own educational settings. Lauded as a book unparalleled for its level of currency and reality, the authors draw on their own personal experience and an array of professional literature to help make even the most complex research findings on severe disabilities understandable and usable in the real world of education today. They look at both methodology and curriculum, present topics in the order in which a teacher would approach them, and target procedures to learners with specific disabling conditions. The new Fifth Edition of Teaching Students with Severe Disabilities pays thoughtful attention to such topics as how best to support students with severe disabilities to access meaningful opportunities for learning and relationships within inclusive school and community settings; how to ensure students with disabilities have the services and supports needed to participate fully in the life of their school alongside their peers; how to promote successful participation in diverse settings through quality indicators of inclusive education and research-based approaches; and how to make the best use of academic instruction and alternate assessments to evaluate students.

Teaching Students with Severe Disabilities, Loose-Leaf Version (5th Edition)

Education & Teaching

Westling, David L.

Fox, Lise L.

Carter, Erik W.

Schools & Teaching

Pearson

Teaching Students With Severe Disabilites + Pearson Etext Access Card

Pearson College Div

Teaching Students with Severe Disabilities, with Enhanced Pearson eText -- Access Card Package (6th Edition)

Fox, Lise

Kurth, Jennifer A.

Da Fonte, Alexandra

About the Author David Westling is Professor Emeritus at Western Carolina University. He joined the faculty at WCU as the Adelaide Worth Daniels Distinguished Professor of Special Education in 1997. Before arriving at WCU, Dr. Westling was on the faculty in special education at Florida State University. He received the EdD degree in Special Education from the University of Florida in 1976 with related areas of study in Applied Behavior Analysis and Educational Research. He is the co-author of several books in special education, including Teaching Students with Severe Disabilities, Special Education for Today’s Teachers: An Introduction, and Inclusion: Effective Practices for All Teachers, and has published more than 60 papers in refereed journals in special education. Dr. Westling served on the editorial boards of several professional journals, is past President of the Board of Directors for TASH, was co-director of the personnel preparation project in severe disabilities at Western Carolina University, and was co-director of the Western Carolina University’s University Participant Program. Dr. Westling was a Fulbright Research Scholar in Salzburg, Austria, in 1994. Erik Carter is Cornelius Vanderbilt Professor of Special Education at Vanderbilt University. His research and teaching focuses on evidence-based strategies for supporting inclusion and valued roles in school, work, community, and congregational settings for children and adults with intellectual disability, autism, and multiple disabilities. Prior to receiving his doctorate, Dr. Carter worked as a high school teacher and transition specialist. He has published widely in the areas of educational and transition services for children and youth with disabilities, including nearly 200 articles and chapters as well as seven books. He has received research awards from the Council for Exceptional Children, the American Association for Intellectual and Developmental Disabilities, and the Association of University Centers on Disabilities. He is co-editor of Career Development and Transition for Exceptional Individuals and associate editor for Exceptional Children, Research and Practice for Persons with Severe Disabilities, and J ournal of Religion and Disability. Alexandra Da Fonte is an associate professor of the practice in the Department of Special Education at Vanderbilt University and a member of the Vanderbilt Kennedy Center. She earned a PhD in Special Education from Purdue University in 2008 in Severe Disabilities, with a specialization in augmentative and alternative communication (AAC). Her primary interests are in the areas of AAC, teacher training, bridging research-to-practice, and in training pre- and in-service special education teachers to work with students with complex communication needs (CCN). She is the co-author of Effective Augmentative and Alternative Communication Practices: A Handbook for School-based Practitioners. Dr. Da Fonte brings experiences as a special education teacher and as a special education and AAC consultant. She has over 25 years of experience working with students with intellectual and multiple disabilities and their families in public, private, and home settings. Jennifer Kurth is an associate professor of special education at the University of Kansas, and affiliated faculty at the Kansas University Center on Excellence in Developmental Disabilities (KUCDD). Her research centers on inclusive education for students with extensive and pervasive support needs. This includes examining outcomes of inclusion in terms of skill development and quality of life indicators for students with disabilities, as well as how educators develop skills and dispositions for inclusive practices. She was the recipient of the TASH Early Career Researcher Award. Prior to starting her doctoral program at the University of California at Davis, Dr. Kurth was an inclusion specialist teaching adolescents with severe disabilities in California.

Teaching Students with Severe Disabilities [RENTAL EDITION]

Da Fonte, M. Alexandra

This book provides a complete, step-by-step guide to practitioners and administrators for establishing service-learning peer buddy programs in secondary school settings. The book presents: (a) a rationale for using service-learning peer buddy programs to promote inclusion; (b) benefits to participants (e.g., school administration, teachers, students, parents); (c) recommended strategies for establishing and implementing programs in inclusive, extracurricular, and community-based settings; and (d) strategies for evaluating and sustaining programs long-term.

Success for All Students: Promoting Inclusion in Secondary Schools Through Peer Buddy Programs

Hughes, Carolyn

Allyn&Bacon

In this handbook, the authors compile more than 500 research-based, teacher-tested, transition support strategies that have been proven to work for teachers, employment specialists, families, and students. Full of options for tailoring approaches to individual students' needs and preferences, these strategies help develop supports in school, at work, and in the community while they increase students' social competence. The handbook's easy-to-use, menu-style format lets readers turn to relevant strategies for their specific situation without having to read the entire book. Photocopiable checklists and observational forms are included throughout to help readers apply these strategies immediately. Perfect for training teachers and for guiding IEP teams, this user-friendly resource enables teachers and families to become interactive partners with their students as they help them make a successful transition from high school to adult life.

The Transition Handbook Strategies High School Teachers Use That Work!

Brookes Pub

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Books by Carter, Erik W.