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“This second edition is a refreshing dive into what is involved in evidence-based teaching of students with moderate and severe disabilities, including those from diverse backgrounds. Browder, Spooner, Courtade, and their collaborators help the reader develop needed expertise both to support students one-on-one and to ensure successful educational experiences within the inclusive general education classroom. This text is essential reading for all special educators, and will also benefit general educators and administrators working to create inclusive cultures in their schools.”

—Martha L. Thurlow, PhD, Director, National Center on Educational Outcomes, University of Minnesota


“The second edition of this invaluable text is a testament to how far we have come in educating students with moderate and severe disabilities. The first edition broke new ground in its focus on teaching a range of academic skills and knowledge to these students. Now the field has moved dramatically in the direction that Browder and colleagues pioneered. Students receiving special education services recently won the legal right to an 'appropriately ambitious' education program. This second edition provides a roadmap to an ambitious education program indeed!”

—Michael L. Wehmeyer, PhD, Ross and Marianna Beach Distinguished Professor in Special Education, and Director and Senior Scientist, Beach Center on Disability, University of Kansas


“The authors describe evidence-based strategies for providing academic instruction to students who too often have been 'left behind' in efforts to improve educational outcomes. The second edition includes additional information on progress monitoring, which fits well with the movement to implement multi-tiered systems of support. The authors also include cutting-edge information on promoting writing skills and on technological tools that can help students express their ideas and demonstrate their learning. This engaging, user-friendly text could be required or supplemental reading in graduate and undergraduate courses in special education and related fields.”

—Andrew T. Roach, PhD, School Psychology Program, Georgia State University


“Each chapter balances evidence-based practices with a respectful, inclusionary approach. Presenting clear methods for teaching in Special Education or Inclusive Education programs, this comprehensive text has an easy-to-grasp writing style and up-to-date research base. Upper-division and graduate students will find clarity for applying and adapting concepts and methods for students with a continuum of intensive support needs.”

—Kathleen Puckett, PhD, Mary Lou Fulton Teachers College, Arizona State University

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Table of Contents

I. Educational Foundations

1. Introduction to the Education of Students with Severe Disabilities, with Irene Meier

2. Multicultural Perspectives: Culture, Family, Relationships, and Instruction, with Chris Rivera

3. Building Communication Competence, with Pamela J. Mims

4. Using Assessment for Planning Standards-Based Individualized Education Programs, with Bree Jimenez

5. Monitoring and Enhancing Student Progress: Getting the Most Out of Data, with Robert Pennington

6. Using Instruction That Works: Evidence-Based Practices, with Pamela J. Mims

II. Academics

7. Building Early Literacy and Reading Skills, with Lynn Ahlgrim-Delzell

8. Teaching English Language Arts Standards across the Grades, with Melissa Hudson

9. Promoting Writing: Creation of Permanent Product Communications, with Robert Pennington

10. Building Early Numeracy and Problem Solving, with Alicia Saunders

11. Teaching Mathematical Standards across the Grades, with Katherine Trela

12. Science and Engineering Practices, with Bree Jimenez

13. Expanding Cultural and Social Competence through Social Studies, with Leah Wood

III. Related Skills and Supports

14. Promoting Social Skills and Positive Behavior Support, with Chelsi R. Brosh & Victoria F. Knight

15. Addressing Sensory, Physical, and Health Care Needs, with Pamela J. Mims

16. Teaching Personal and Daily Living Skills, with Joshua Baker

17. Planning and Teaching for Adult Living, with Valerie L. Mazzotti

References

Index

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About the Authors

Diane M. Browder, PhD, is Distinguished Professor Emerita of Special Education at the University of North Carolina at Charlotte (UNC Charlotte). Dr. Browder has researched and written about assessment and instruction for students with severe developmental disabilities since the 1980s. She worked closely with the Charlotte–Mecklenburg School System in developing new interventions for students with autism spectrum disorder and intellectual disabilities, with a focus on reading, science, and math. She continues to provide consultation to local school systems and to teach preservice special education courses at UNC Charlotte. Dr. Browder is a recipient of the Special Education Research Award from the Council for Exceptional Children (CEC), the Burton Blatt Humanitarian Award from the CEC Division on Autism and Developmental Disabilities, and the Distinguished Researcher Award from the American Educational Research Association Special Education Special Interest Group, among other honors.

Fred Spooner, PhD, is Professor of Special Education at the University of North Carolina at Charlotte. Dr. Spooner has researched and written about instructional strategies for students with severe disabilities since the 1980s. Recently, he has focused on alternate assessment and linking both assessment and instruction to the general education curriculum. He is coeditor of the Journal of Special Education and associate editor of Research and Practice for Persons with Severe Disabilities. Dr. Spooner has worked closely with Diane M. Browder in the development and implementation of federally funded research projects in the area of early literacy, mathematics, and science for students with significant cognitive disabilities, serving in the capacity of research associate and co-principal investigator.

Ginevra R. Courtade, PhD, is Associate Professor of Special Education at the University of Louisville. She has worked in the field of moderate and severe disabilities since the late 1990s. Dr. Courtade’s work focuses specifically on teaching academics to students with moderate and severe disabilities and preparing teachers to instruct students in the general education curriculum using evidence-based practices. Her numerous publications include peer-reviewed journal articles, book chapters, books, and curricula. Dr. Courtade was recently recognized by her college for service to the profession.

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Contributors

Lynn Ahlgrim- Delzell, PhD, Department of Educational Leadership, Cato College of Education, University of North Carolina at Charlotte, Charlotte, North Carolina

Joshua Baker, PhD, Department of Educational and Clinical Studies, University of Nevada, Las Vegas, Las Vegas, Nevada

Chelsi R. Brosh, PhD candidate, Department of Special Education and Child Development, Cato College of Education, University of North Carolina at Charlotte, Charlotte, North Carolina

Melissa Hudson, PhD, Department of Special Education, Foundations, and Research, College of Education, East Carolina University, Greenville, North Carolina

Bree Jimenez, PhD, School of Education and Social Work, University of Sydney, Sydney, Australia, and Mater Dei School, Camperdown, Australia

Victoria F. Knight, PhD, Department of Educational and Counselling Psychology and Special Education, College of Education, University of British Columbia, Vancouver, British Columbia, Canada

Valerie L. Mazzotti, PhD, Department of Special Education and Child Development, Cato College of Education, University of North Carolina at Charlotte, Charlotte, North Carolina

Irene Meier, PhD, Department of Special Services, Fairfax County Schools, Fairfax, Virginia

Pamela J. Mims, PhD, Department of Human Development and Learning, East Tennessee State University, Johnson City, Tennessee

Robert Pennington, PhD, Department of Special Education and Child Development, Cato College of Education, University of North Carolina at Charlotte, Charlotte, North Carolina

Chris Rivera, PhD, Department of Special Education, Foundations, and Research, College of Education, East Carolina University, Greenville, North Carolina

Alicia Saunders, PhD, Department of Special Education and Child Development, Cato College of Education, University of North Carolina at Charlotte, Charlotte, North Carolina

Katherine Trela, PhD, School of Social and Behavioral Sciences, Marist College, Poughkeepsie, New York

Leah Wood, PhD, School of Education, California Polytechnic State University, San Luis Obispo, California

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Audience

Students in special education and school psychology; K–12 special educators, school psychologists, reading specialists, classroom teachers, and administrators.

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Course Use

Will serve as a text in advanced undergraduate- and graduate-level courses such as Methods for Students with Severe Disabilities.

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Previous editions published by Guilford:

First Edition, © 2011
ISBN: 9781606239919

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New to this edition:

• Reflects important advances in research and evidence-based practice.
• Chapter on collaborating with culturally diverse families, plus a stronger multicultural focus throughout.
• Chapter on writing instruction.
• Two additional chapters on reading and math, ensuring coverage of both foundational and grade-aligned skills.
• Increased attention to students with autism spectrum disorder and to uses of technology.