Strategies for Teaching Learners with Special Needs / Edition 10

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Overview

A classic in the field, the tenth edition of Strategies for Teaching Learners with Special Needs offers the most comprehensive look at how to teach students with mild/high incidence disabilities. Balancing elementary and secondary teaching strategies, the text focuses on effective instructional practices, devotes an entire part to general curriculum content areas, and concludes with exceptional coverage of critical skills and transitions.

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Product Details

  • ISBN-13: 9780132626156
  • Publisher: Pearson
  • Publication date: 8/14/2012
  • Edition number: 10
  • Pages: 480
  • Sales rank: 135,365
  • Product dimensions: 7.90 (w) x 9.90 (h) x 0.58 (d)

Meet the Author

Edward A Polloway is the Rosel H Schewel Distinguished Prof. of education at Lynchburg College where he also serves as VP for Community Advancement and Dean of Graduate Studies. He completed his bachelor's degree at Dickinson College in Pennsylvania and his graduate degrees at the University of Virginia. He is the author of over 100 professional articles on special education with particular emphases in the areas of intellectual disabilities and learning disabilities. In addition to co-authoring the prior nine additions of this textbook, he also is the co-author of Teaching Students With Special Needs In Inclusive Settings (sixth edition), Language Instruction For Students With Disabilities (fourth edition), Attention-Deficit/Hyperactivity Disorder In The Classroom, Children And Adults With Learning Disabilities, Language Arts: Teaching Exceptional Students, and served as co-editor of the Conquest Of Mental Retardation. Dr. Polloway also served for six years as the editor of the journal, Remedial And Special Education. He has been honored as the 2007 Distinguished Alumnus Of The Curry School Of Education at the University of Virginia, the Burton Blatt humanitarian award from the Division on Autism and Developmental Disabilities of The Council For Exceptional Children, and Lynchburg College’s James A Houston award for scholarship.

James R Patton is an educational consultant and adjunct associate professor at the University of Texas at Austin. He received his master's and doctoral degree from the University of Virginia after completing the bachelor's degree at Notre Dame. He is a former high school biology teacher and elementary-level special education resource teacher. He has also taught students who were gifted and those who were gifted/learning disabled. His professional interests include transition, life skills instruction, adult issues related to individuals with special needs, behavioral intervention planning, study skills, and classroom accommodations. He has served on the national boards of the Division On Autism And Developmental Disabilities, The Council For Learning Disabilities, and The National Joint Committee On Learning Disabilities.

Loretta Serna is professor of special education at the University of New Mexico. After completing a Masters Degree in special education she taught 3rd grade students with emotional and behavioral disorders. She completed her doctoral degree in developmental and child psychology at the University of Kansas. In addition to her work on multiple versions of this textbook, Dr. Serna also was the principal investigator on several federal grants including those on the Self-Determination in Integrated Settings project, Social Skills for Young Children, and Evidence Based Interventions for Students with Severe Behavior Problems that focused on large scale investigation of the First Step to Success program. Her publications focus on the social behavior of students with behavior problems. She has significant experience working with adolescents in both individual and group work as well as with families of adolescents who are at risk for failure. Her research interests include social and self-determination skills for youth at risk, teacher preparation, and curriculum/program development.

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Read an Excerpt

PREFACE:

Preface

With this new edition, we have endeavored to retain the positive features of earlier editions while incorporating new information within the profession. In writing the seventh edition of this text, we have been committed to changes that reflect the realities of education at the turn of the century. Thus the text includes increased attention to many contemporary themes in education, including inclusion, collaboration, cooperative teaching, strategy training, the importance of phonological awareness, holistic perspectives, home-school collaboration, ethical issues in the education profession, transition, and positive educational outcomes.

The title, Strategies for Teaching Learners with Special Needs, reflects the generic focus consistent with the previous editions of the text. This scope reflects our belief that appropriate teaching methods are rarely category-specific but instead represent good teaching strategies that benefit many learners. As the title of the book acknowledges, methods that are effective for students with various disabilities as well as those at risk are best selected from the broad domain of effective instructional practices and then matched to individual needs.

While this text is designed for the realities of programs for learners with diverse exceptional needs, we are also committed to the belief that all learners with disabilities need a comprehensive curriculum. Therefore, the discussion of curricular design, the clarifications within content chapters, and the further attention to transitional and career concerns emphasize that differences among subgroups of students with special needs must bereflected in differentiated programming.

This edition is a major revision of previous editions, but, like its predecessors, it reflects our commitment to equipping educators with appropriate and practical methods for teaching. Our assumption is that learning can be considered a direct result of the quality of instruction. Effective education must be based on a systematic program that has been organized and structured to maximize the progress of individual students. The goal of the book is thus to present proven approaches that will foster educational success.

As we have tried to integrate the old and the new, we continue to be inspired by the memory of Ruth Ann Payne and James E. Smith, Jr., close friends and coauthors of the first two editions of the text. Those who were fortunate enough to count themselves among their friends know that they lost a significant piece of themselves when Ruth Ann and Smitty died. We hope that through the successive revisions of this text we have continued to communicate their commitment to effective education for students with special needs.

ACKNOWLEDGMENTS

Along with the text revisions comes the need to acknowledge the support of colleagues. The work of Jim Payne, our lifelong mentor, on the first four editions of the text was critical in shaping the focus and content of the book. Chapters written by Ginger Blalock, Jane Nowacek, John Hoover, and Glenn Buck represent major contributions to this edition. We also acknowledge the support of Ann Davis, our editor, and of Pat Grogg, her assistant. Additionally, we thank Phyllis Lane and Karen Canfield for their important contributions to the development of this seventh edition, and Kathy Fad, Joy Kataoka, and Robin Lock for prior contributions to the special features that accompany the text.

Special thanks go also to the reviewers of this edition: Greg Conderman, University of Wisconsin–Eau Claire; Zoe Locklear, University of North Carolina at Pembroke; Cynthia M. Okolo, University of Delaware; Chris Ormsbee, University of Oklahoma; and Roberta Strosnider, Hood College.

E.A.P.
J.R.P.
L.S.

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Table of Contents

PART I: TEACHING LEARNERS WITH SPECIAL NEEDS

1. Special Education: An Introduction to Instruction

2. Curriculum Development, Effective Instruction, and Classroom Adaptations

3. Strategies for Classroom Management and Behavioral Support

Part II: Content Areas

4. Spoken Language

5. Reading: World Recognition

6. Reading: Comprehension

7. Written Language

8. Mathematics Instruction

9. Science

10. Social Studies

Part III: Critical Skills

11. Study Skills

12. Social Competence and Self-Determination Skills

13. Functional Academics and Career Development

14. Career Development and Transition

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Preface

Preface

With this new edition, we have endeavored to retain the positive features of earlier editions while incorporating new information within the profession. In writing the seventh edition of this text, we have been committed to changes that reflect the realities of education at the turn of the century. Thus the text includes increased attention to many contemporary themes in education, including inclusion, collaboration, cooperative teaching, strategy training, the importance of phonological awareness, holistic perspectives, home-school collaboration, ethical issues in the education profession, transition, and positive educational outcomes.

The title, Strategies for Teaching Learners with Special Needs, reflects the generic focus consistent with the previous editions of the text. This scope reflects our belief that appropriate teaching methods are rarely category-specific but instead represent good teaching strategies that benefit many learners. As the title of the book acknowledges, methods that are effective for students with various disabilities as well as those at risk are best selected from the broad domain of effective instructional practices and then matched to individual needs.

While this text is designed for the realities of programs for learners with diverse exceptional needs, we are also committed to the belief that all learners with disabilities need a comprehensive curriculum. Therefore, the discussion of curricular design, the clarifications within content chapters, and the further attention to transitional and career concerns emphasize that differences among subgroups of students with special needs must be reflected indifferentiated programming.

This edition is a major revision of previous editions, but, like its predecessors, it reflects our commitment to equipping educators with appropriate and practical methods for teaching. Our assumption is that learning can be considered a direct result of the quality of instruction. Effective education must be based on a systematic program that has been organized and structured to maximize the progress of individual students. The goal of the book is thus to present proven approaches that will foster educational success.

As we have tried to integrate the old and the new, we continue to be inspired by the memory of Ruth Ann Payne and James E. Smith, Jr., close friends and coauthors of the first two editions of the text. Those who were fortunate enough to count themselves among their friends know that they lost a significant piece of themselves when Ruth Ann and Smitty died. We hope that through the successive revisions of this text we have continued to communicate their commitment to effective education for students with special needs.

ACKNOWLEDGMENTS

Along with the text revisions comes the need to acknowledge the support of colleagues. The work of Jim Payne, our lifelong mentor, on the first four editions of the text was critical in shaping the focus and content of the book. Chapters written by Ginger Blalock, Jane Nowacek, John Hoover, and Glenn Buck represent major contributions to this edition. We also acknowledge the support of Ann Davis, our editor, and of Pat Grogg, her assistant. Additionally, we thank Phyllis Lane and Karen Canfield for their important contributions to the development of this seventh edition, and Kathy Fad, Joy Kataoka, and Robin Lock for prior contributions to the special features that accompany the text.

Special thanks go also to the reviewers of this edition: Greg Conderman, University of Wisconsin–Eau Claire; Zoe Locklear, University of North Carolina at Pembroke; Cynthia M. Okolo, University of Delaware; Chris Ormsbee, University of Oklahoma; and Roberta Strosnider, Hood College.

E.A.P.
J.R.P.
L.S.

Read More Show Less

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