Evidence-Based Practices for Teaching Students with Disabilities
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April 2, 2012
ISBN 9781462504022 Price: $83.00
Size: 7" x 10"
April 3, 2012
ISBN 9781462503889 Price: $33.00
Size: 7" x 10"
April 19, 2012 Price: $33.00
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This accessible book presents research-based strategies for supporting K-8 students with high-incidence disabilities to become accomplished learners. The authors clearly describe the core components of effective inclusive instruction, showing how to recognize and respond to individual students' needs quickly and appropriately. Teachers are provided with essential tools for managing inclusive classrooms; planning a curriculum that fosters concept development across content areas, promotes strategic learning, and builds fluent skill use; and integrating technology into instruction. Case examples illustrate ways that special and general education teachers can work together successfully to solve complex learning problems and improve outcomes for students who are struggling.
“Responding to the increased focus on inclusive education in today's schools, this book gives teachers expert guidance about evidence-based practices and how to implement them. The emphasis on collaborative inquiry offers a unique approach to planning instruction and supporting students in learning challenging content.”—Diane Haager, PhD, Division of Special Education and Counseling, California State University, Los Angeles
“This book provides a depth and breadth of knowledge for elementary and special education teachers and other professionals working in inclusive settings or taking a university course on effective practices for students with disabilities. It presents practical tools that are grounded in research. The strategies and techniques needed to support students with disabilities are embedded in illustrative case examples. A 'must read.'”—Lisa A. Dieker, PhD, College of Education, University of Central Florida
“If you want to make a difference for students, this is a great resource. Brownell and her associates are outstanding teachers and authors. I plan to use this book to provide my teachers with excellent instructional practices that will work for all students.”—Elizabeth A. LeClear, EdD, Principal, Rawlings Elementary School, Gainesville, Florida
Table of ContentsI. Recognizing Our Professional Responsibilities to Students and Understanding Their Needs
1. Recognizing Professional Responsibilities to Students with Disabilities in Inclusive Classrooms
2. Recognizing the Individual Needs of Students with High-Incidence Disabilities
3. Recognizing the Qualities of Successful Inclusive Teachers
4. Recognizing the Need for Collecting Meaningful Data
II. Responding with Effective Instruction and Technology Supports
5. Planning Effective Classroom Instruction
6. Fostering Concept Development
7. Creating Strategic Learners
8. Building Fluent Skills Use
9. Managing Inclusive Classrooms, with Kristin Murphy
10. Using Evidence and Collaborative Inquiry Successfully in Inclusive Classrooms, with Elizabeth Filippi
About the AuthorsMary T. Brownell
, PhD, is the Irving and Rose Fien Endowed Professor of Education and Director of the National Center to Inform Policy and Practice in Special Education Professional Development at the University of Florida. Over the course of her career, Dr. Brownell has focused her work on special education teacher quality and retention, teacher development through collaboration and Reading First coaching, education for teachers working with students with disabilities and other high-risk learners, and professional development in literacy for teachers of high-risk learners. She has published over 50 book chapters and articles and has been recognized by the University of Florida with two teaching and research awards.
Sean J. Smith
, PhD, is Associate Professor of Special Education at the University of Kansas in Lawrence. Dr. Smith’s background is in the area of special education and technology, and he has authored and presented a number of articles on the subject. He is also a project director for several U.S. Department of Education program initiatives on the integration of technology components into teacher preparation programs and classroom instruction for students with disabilities and on the development of a virtual social skills training experience for students with autism. Dr. Smith is an associate editor of Teaching Exceptional Children
and has served as an associate editor of the Journal of Special Education Technology
Jean B. Crockett
, PhD, is Professor and Director of the School of Special Education, School Psychology, and Early Childhood Studies at the University of Florida. Dr. Crockett’s research interests address the relationship between policy reform initiatives and the instruction of exceptional learners. She is the author of more than 40 publications on instructional programming and placement issues for students with disabilities; the conceptual, historical, and legal foundations of special education; and frameworks for conducting special education in contemporary schools. Dr. Crockett is a past president of the Division for Research of the Council for Exceptional Children and the special education editor for the Journal of Law and Education
Cynthia C. Griffin
, PhD, is Professor in the School of Special Education, School Psychology, and Early Childhood Studies at the University of Florida. Dr. Griffin’s early research focused on intervention studies in reading for students in inclusive elementary classrooms. She also coordinated internship programs in special education and studied novice special education teachers. She subsequently pursued intervention research focused on elementary school mathematics for students with disabilities. Dr. Griffin is studying teachers’ knowledge of mathematics, their classroom practices, and the influence these factors have on student achievement in math. She has been recognized as a University of Florida Research Professor.
General and special education teachers in K–8; literacy specialists; school psychologists.
May serve as a supplemental text in graduate-level courses.