Everyday Social Interaction: A Program for People with Disabilities / Edition 2

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Overview

Every day, teachers and education professionals struggle with a crucial classroom goal: ensuring that students with mental retardation have access to the general curriculum. They'll find the guidance, research, and practical strategies they need in this advanced, reader-friendly textbook, which will prepare preservice educators for the classroom and sharpen the skills of professionals in the field. Blending research-based theory with step-by-step processes and planning forms, this practical text is the key to building curricula that include students with mental retardation and meet their individual needs.
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Product Details

  • ISBN-13: 9781557662583
  • Publisher: Brookes, Paul H. Publishing Company
  • Publication date: 1/28/1996
  • Edition description: Second Edition
  • Edition number: 2
  • Pages: 308
  • Product dimensions: 7.24 (w) x 10.28 (h) x 0.90 (d)

Table of Contents

About the Authors
Foreword
Preface
Acknowledgments
1 Understanding Mental Retardation: A Functional Model 2
2 Curriculum Decision Making and Educational Supports 16
3 Conceptualizing Access to the General Curriculum 30
4 Achieving Access to the General Curriculum 50
5 Person-Centered and Student-Directed Planning 70
6 Program Evaluation: Empowerment Evaluation and Personal Outcomes 94
7 Creating Learning Communities for All Students 106
8 Designing Educational Supports: Instructional Decision Making 122
9 Teaching Strategies that Work in Inclusive Classrooms 140
10 Establishing Equal School-Home Partnerships: Parental and Family Involvement in Education 160
11 Positive Behavioral Supports and Classroom Management 176
12 Teaching Functional Academic Content 188
13 The Emergent Self: Sexuality and Social Inclusion 204
14 Community-Based Instruction 218
15 Self-Determination: Curriculum Augmentation and Student Involvement 232
16 Technology and Students with Mental Retardation 252
17 Achieving Access to and Progress in the General Curriculum: Making Curriculum Decisions and Designing Educational Supports 266
References 279
Index 297
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