Social Relationships & Peer Support / Edition 2

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Save 10% when you order all four books in the Teachers' Guides to Inclusive Practices series!

Positive, mutually supportive relationships among students with and without disabilities are a critical part of inclusive schooling — they improve students' social skills and help boost academic achievement. This latest new edition in the Teachers' Guides to Inclusive Practices series helps educators foster meaningful friendships and helping relationships among their students. This second edition is enhanced throughout with

  • the most recent legislative changes
  • thoroughly updated references
  • new peer support guidelines for middle and high school
  • ready-to-use strategies on everything from teaching social skills to making peer instruction work

Complete with blank forms on implementing cooperative learning and assessing students' behavior and relationships, this highly readable guide gives educators proven and practical ideas for improving social connections among students with and without disabilities.

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Editorial Reviews

Carolyn Hughes

"Janney and Snell have done it again! This compact volume provides the tools, knowledge, and expertise to satisfy any practitioner or researcher."

Paula Kluth

"Provides the research, techniques, and tools needed to help teachers build classroom communities."

Director of Student Services, Charter College of Education, CSULA; author of "Believe in My Child with Special Needs! - Mary A. Falvey

"An outstanding addition to our knowledge base [on] the development of social relationships and peer supports for children and adolescents with disabilities."

Professor, University of Maine at Presque Isle, editor, Cooperative Learning and Strategies for Inclusion - JoAnne Putnam

"Essential reading for those who recognize the profound effect peer relationships and social skills have on learning and quality of life... Schools would improve dramatically if all educators read this book."

Susan R. Copeland

"Full of creative ideas and strategies to facilitate students' true social membership in their schools and communities."

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Product Details

  • ISBN-13: 9781557668219
  • Publisher: Brookes Publishing
  • Publication date: 7/1/2006
  • Series: Teachers' Guides to Inclusive Practices
  • Edition description: 2ND
  • Edition number: 2
  • Pages: 192
  • Sales rank: 712,316
  • Product dimensions: 7.00 (w) x 10.00 (h) x 0.50 (d)

Meet the Author

Rachel Janney, Ph.D., has worked with children and adults with disabilities in a number of capacities, including special education teacher, camp counselor, educational consultant, and researcher. She received her master's degree from Syracuse University and her doctorate from the University of Nebraska - Lincoln. Dr. Janney now teaches courses in special education, supervises student teachers, and coordinates the undergraduate program in special education at Radford University. She also serves as Co-director of the Training and Technical Assistance Center (T/TAC) for Professionals Serving Individuals with Disabilities at Radford University. The T/TAC, part of a statewide technical assistance network that is funded by the Virginia Department of Education, provides a variety of services and resources to special education teams in school divisions throughout southwest Virginia. Dr. Snell and coauthor Dr. Janney have conducted several research projects in inclusive schools and classrooms. The focus of these projects has been on the ways that special and general education teachers work together to design and implement adaptations and accommodations for students with disabilities placed in inclusive settings. Both authors are frequent presenters of workshops on topics related to successful inclusive education.

Martha E. Snell, Ph.D., is a professor in the Curry School of Education at the University of Virginia where she has taught since 1973. Her focus is special education and, specifically, the preparation of teachers of students with mental retardation and severe disabilities and young children with disabilities. Prior to completing her doctoral degree in special education at Michigan State University, she worked with children and adults with disabilities as a residential child care worker, a teacher, and a provider of technical assistance to school and residential programs. In addition to teaching coursework at the undergraduate and graduate levels, she currently coordinates the special education program, supervises teachers in training, provides in-service training to teachers and parents in schools and agencies, conducts research, serves on the boards of several community agencies serving people with disabilities, and is an active member of the American Association on Mental Retardation and TASH (formerly The Association for Persons with Severe Handicaps).

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Table of Contents

  1. Building Social Relationships
  2. Preparing the School Environment
  3. Building Support through Peer Groups and Pairs
  4. Teaching Social Skills
  5. Models of Peer Support in Instruction
  6. Getting Started and Keeping it Going
Appendix A: Blank Forms
Appendix B: Resources on Social Relationships and Peer Support
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