Special Education for Today's Teachers: An Introduction / Edition 2

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Overview

Are you prepared to serve and teach all students? The second edition of Special Education for Today’s Teachers: An Introduction not only will provide a solid foundation for being a teacher in today’s classroom, but also will help you to truthfully answer this question. The challenges we face today in special education require highly qualified, reflective practitioners who use research-based strategies in the classroom and who are excited about the success and future of students. This book will help prepare you to meet these requirements and find the solutions that will lead you to that success.

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Product Details

  • ISBN-13: 9780137033973
  • Publisher: Pearson
  • Publication date: 1/18/2010
  • Series: MyEducationLab Series
  • Edition description: New Edition
  • Edition number: 2
  • Pages: 544
  • Sales rank: 447,177
  • Product dimensions: 8.50 (w) x 10.70 (h) x 0.90 (d)

Meet the Author

Michael S. Rosenberg is a Professor in the Department of Special Education and Chair of Doctoral Studies at Johns Hopkins University. He completed his doctoral work at Penn State University. A co-editor of Teacher Education and Special Education, Dr. Rosenberg is the co-author of Educating Students with Behavior Disorders (with R. Wilson, L. Maheady, & P.T. Sindelar, published by Allyn & Bacon, 2003); Student Teacher To Master Teacher (With L. J. O’Shea & D.F O’Shea, published in 2006); The Special Education Sourcebook (with Irene Edmond-Rosenberg, published by Woodbine House, 1994); and Inclusion: Effective Practices for All Students (with James McLeskey and David Westling, to be published by Pearson 2010); and numerous publications in professional journals.

David L. Westling is the Adelaide Worth Daniels Distinguished Professor of Special Education at Western Carolina University in Cullowhee, North Carolina. He completed his doctoral work at the University of Florida. He is the co-author of Teaching Students with Severe Disabilities (with Lise Fox, published by Prentice Hall in 2009); and Inclusion: Effective Practices for All Students (with James McLeskey and Michael Rosenberg, to be published by Pearson 2010); and numerous papers in professional journals.

James McLeskey is professor and chair of the Department of Special Education at the University of Florida. He completed his doctoral work at Georgia State University. Dr. McLeskey is the author or co-author of Inclusion: Effective Practices for All Students (with Michael Rosenberg and David Westling, to be published by Pearson 2010); Reflections on Inclusion: Classic Articles that Shaped our Thinking (published by CEC, 2007); and Inclusive Education in Action: Making Differences Ordinary (with Nancy L. Waldron, published by ASCD, 2000). He has worked extensively with local schools as they have developed inclusive schools, and has written numerous articles regarding this work.

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Table of Contents

Part I: Becoming a Professional

Chapter 1: Teaching Students with Special Needs: Professional Roles and Responsibilities

Chapter 2: Special Education Today: An Unfinished History

Part II: Teaching Effectively in the Classroom: What Can You Expect?

Chapter 3: Accepting Responsibility for the Learning of All Students

Chapter4: Identification and Planning for Students with Special Needs

Chapter 5: Effective Instruction in a Well-Managed Classroom

Part III: Meeting the Multiple Needs of Students with Exceptionalities: What is Effective Practice?

Chapter 6: Learning Disabilities

Chapter 7: Emotional and Behavioral Disorders

Chapter 8: Intellectual Disabilities

Chapter 9: Attention Deficit Hyperactivity Disorder

Chapter 10: Autism Spectrum Disorder

Chapter 11: Communication Disorders

Chapter 12: Severe and Multiple Disabilities and Traumatic Brain Injury

Chapter 13: Sensory Impairments

Chapter 14: Physical Disabilities and Other Health Impairments

Chapter 15: Academically Gifted and Talented

Part IV: A Successful Career: Growing in Your Profession

Chapter 16: Continuing a Successful Career: Professionalism, Collaborative Support, and Professional Development

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