Equity and Full Participation for Individuals with Severe Disabilities: A Vision for the Future

Equity and Full Participation for Individuals with Severe Disabilities: A Vision for the Future

Equity and Full Participation for Individuals with Severe Disabilities: A Vision for the Future

Equity and Full Participation for Individuals with Severe Disabilities: A Vision for the Future

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Overview

What key issues and challenges affect the lives of people with severe disabilities today's and what should tomorrow's professionals do to address them? Aligned with the core values and agenda of TASH, this visionary text prepares professionals to strengthen supports and services for people with disabilities across the lifespan. Readers will fully examine more than a dozen critical topics in the lives of people with severe disabilities; explore necessary reforms to policy and practice; and set clear goals and priorities for improving early intervention, education, health care, behavior supports, and social services. Whether used as a textbook or a professional reference, this innovative volume will help usher in a new era of services that support full inclusion and quality of life for people with severe disabilities.


COVERS TODAY'S MOST CRITICAL TOPICS:
  • Addressing inequities in our educational and social services system
  • Designing and delivering effective early intervention and education
  • Expanding and improving inclusive education
  • Supporting families of children with severe disabilities
  • Resolving challenges to person-centered planning and self-determination
  • Providing effective and respectful positive behavior supports
  • Improving access to the general curriculum
  • Delivering effective literacy instruction to students with severe disabilities
  • Removing barriers to friendships and social relationships
  • Supporting students with health care needs in general education classrooms
  • Promoting access to postsecondary education, employment, and community life
  • Providing appropriate medical and social services to elderly individuals with severe disabilities

ONLINE COMPANION MATERIALS: This book comes with online PowerPoint slides for faculty, ideal for complementing and enhancing lessons.

Product Details

ISBN-13: 9781598577815
Publisher: Brookes Publishing
Publication date: 05/21/2014
Sold by: Barnes & Noble
Format: eBook
Pages: 448
Sales rank: 829,167
File size: 6 MB

About the Author


Martin Agran, Ph.D., is a Professor of Special Education at the University of Northern Iowa. Prior to this, he was a Professor of Special Education at Utah State University. Dr. Agran taught high school students with moderate to severe disabilities, was a Fulbright Scholar in the Czech Republic, and served as a consultant and visiting professor at Herzen University of St. Petersburg University, Russia. Dr. Agran's principal research interests include the education of students with severe disabilities, self-determination, transition, and the preparation of teachers of students with significant instructional needs. He has directed several federally funded grants in these areas. He is the associate editor of Research and Practice in Persons with Severe Disabilities (formerly JASH). He is also on the editorial board of several professional journals, and he is the co-editor, along with Dr. Michael L. Wehmeyer, of the American Association on Mental Retardation's research-to-practice publication, Innovations. He has published extensively in the professional literature and is the author of several books, including Teaching Self-Determination to Students with Disabilities: Basic Skills for Transition with Michael L. Wehmeyer and Carolyn Hughes (Paul H. Brookes Publishing Co., 1998), Teaching Problem Solving to Students with Mental Retardation with Michael L. Wehmeyer (American Association on Mental Retardation, 1999), and Student-Directed Learning: Teaching Self-Determination Skills (Brooks/Cole, 1997).



Fredda Brown, Ph.D., is an affiliate of the Institute of Professional Practice in New Haven, Connecticut. Her work focuses on issues and practices for individuals with challenging behavior, with a specific focus on the relationship between challenging behavior, quality of life, and self-determination. Dr. Brown has published many articles and chapters in the area of severe disabilities and was co-editor with Donna Lehr of the book Persons with Profound Disabilities: Issues and Practices (Paul H. Brookes Publishing Co., 1989).



Carolyn Hughes, Ph.D., is an associate professor in the Department of Special Education at Vanderbilt University in Nashville, Tennessee, and Project Director of the federally funded Metropolitan Nashville Peer Buddy Program. In 1990, she received her doctoral degree in special education from the University of Illinois at Urbana-Champaign, specializing in the areas of secondary transition and employment and self-management strategies. At Vanderbilt University, Dr. Hughes teaches courses in behavior management and the transition from school to adult life and manages several federally funded research and personnel preparation grants. She conducts research and publishes widely in the areas of self-instruction and self-determination, supporting the transition from school to adult life, and social interaction and social inclusion of high school students. Dr. Hughes is a coauthor of Teaching Self-Determination to Students with Disabilities: Basic Skills for Successful Transition (Paul H. Brookes Publishing Co., 1998) and is on the editorial board of the American Journal on Mental Retardation, Education and Training in Mental Retardation and Developmental Disabilities, Journal of The Association for Persons with Severe Handicaps, Journal of Behavioral Education, and Journal of Positive Behavior Interventions. In addition, Dr. Hughes taught general and special education classes in public schools in Montana for 10 years.



Carol Quirk, Ed.D., Co-executive Director, Maryland Coalition for Inclusive Education. Dr. Quirk directs the professional development services of the Maryland Coalition for Inclusive Education (MCIE). Before founding MCIE, she was Executive Director of a supported employment agency for adults with developmental disabilities, Adjunct Faculty at The Johns Hopkins University, Director of a North Carolina Technical Assistance Project for early intervention services, a psychologist at a regional residential center, and teacher of students with severe disabilities in Connecticut. She received her Ed.D. from The Johns Hopkins University. Dr. Quirk was a member of the National Board of Directors and Past President of TASH and is currently a member of the President’s Committee for People with Intellectual Disabilities. She has provided consultation to Russia, Vietnam, and Trinidad and Tobago related to including students with disabilities and transition planning; she serves as an expert witness on issues related to inclusive education and positive behavioral supports; and she has provided consultation and strategic planning for other nonprofit organizations. Dr. Quirk was a winner of the Top 100 Minority/Women Business Entrepreneurs in 2008 for the mid-Atlantic region and was recognized by the National Academy of Public Administration Standing Panel of Social Equity for her community service. In 2012, she received the Distinguished Alumna Award from The Johns Hopkins University.



Diane Ryndak, Ph.D., received her Ph.D. from the University of Illinois at Urbana-Champaign. She is the author or coauthor of numerous articles, chapters, and books and coeditor of two compendia of TASH articles most frequently used by institutions of higher education. Several of her articles have been republished in the compendia and in international journals, and one of her books has been republished in Japan. Dr. Ryndak served as a Fulbright Research Scholar in Poland, where she returns frequently to work with colleagues at The Maria Grzegorzewska Academy for Special Education in Warsaw and across Poland. She has represented the U.S. Department of State with efforts related to the inclusion of citizens with disabilities in all aspects of life in the Ukraine; conducted over 30 international presentations; andguest lectured in Turkey, Peru, Sweden, and the United Kingdom. Her body of work focuses on inclusive education and access to the general curriculum for students with extensive support needs, student outcomes achieved by inclusive services, preservice teacher preparation, and technical assistance for sustainable school reform efforts related to inclusive education. Dr. Ryndak has served multiple terms as a member of and Secretary for the TASH National Board of Directors and as the chair of the TASH Publications Committee, National Agenda Committee on Inclusive Education, Conference Committee, International Issues Committee, and Personnel Preparation Committee. She has served as Associate Editor for Research and Practice for Persons with Severe Disabilities (RPSD) and as a member of the editorial or review board for seven peer-reviewed professional journals, including RPSD, American Journal on Intellectual and Developmental Disabilities, Journal of Ethnographic and Qualitative Research, and Teacher Education and Special Education.


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Promoting Self-Determination and Self-Directed Learning

Table of Contents

About the Online Companion Materials
About the Editors
Contributors
Foreword David L. Westling and Barbara Trader
Preface
Acknowledgments

I Foundations
  1. Disability in the 21st Century: Seeking a Future of Equity and Full Participation
    Michael Wehmeyer
  2. Poverty and Disability: Addressing the Ties that Bind
    Carolyn Hughes and Latanya L. Fanion
  3. Forty Years of Living and Thriving with Disabilities: Perceptions of a Self-Advocate and Her Family
    Michelle Sommerstein, Lynn Sommerstein, Robert Sommerstein, David Sommerstein, and Diane Ryndak
  4. Person-Centered Planning and the Quest for Systems Change
    John O’Brien
  5. Promoting Self-Determination and Self-Directed Learning
    Martin Agran and Carolyn Hughes
  6. Providing Respectful Behavior Supports
    Fredda Brown and Linda M. Bambara
II Children and Youth
  1. Early Intervention and Early Education
    Lise Fox, Mary Frances Hanline, Juliann Woods, and Ann Mickelson
  2. Inclusive Education and Meaningful School Outcomes
    John McDonnell and Pam Hunt
  3. Literacy and Communication
    Susan Copeland, Elizabeth Keefe, and J.S. de Valenzuela
  4. Social Interactions and Friendships
    Erik W. Carter, Kristen Bottema-Beutel, and Matthew E. Brock
  5. Access to the General Education Curriculum in General Education Classes
    Fred Spooner, Bethany R. McKissick, Melissa E. Hudson, and Diane M. Browder
  6. Serving Students with Health Care Needs
    Donna Lehr
III Adult Outcomes
  1. Ensuring Employment Outcomes: Preparing Students for a Working Life
    Michael Callahan, John Butterworth, Jane Boone, Ellen Condon, and Richard Luecking
  2. Postsecondary Education for Students with Intellectual Disabilities
    Meg Grigal, Debra Hart, and Cate Weir
  3. Evolving Narratives in Community Living
    Lyle T. Romer and Pamela Walker
  4. Serving an Elderly Population
    Christine Bigby, Philip McCallion, and Mary McCarron
  5. Medicaid Waivers and Medicare Support: A 21st-Century Perspective
    Tom Nerney, Julie Marron, and Mike Head
IV A Look Around and Ahead
  1. Societal Inclusion and Equity Internationally: Initiatives, Illustrations, Challenges, and Recommendations
    Diane Ryndak, Deborah S. Reed, Grzegorz Szumski, Ann-Marie Orlando, Joanna Smogorzewska, and Wei Gao
  2. Future Directions and Possibilities
    Martha E. Snell and Virginia L. Walker
Index
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