Teaching Students with Mild and High Incidence Disabilities at the Secondary Level / Edition 3

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Overview

Focusing on the needs of secondary-level learners with common disabilities–a group often neglected by other books on the market–Teaching Students with Mild and High Incidence Disabilities at the Secondary Level,3/e presents numerous research-proven instructional methods and strategies. It thoroughly examines the methods that are effective “across the board,” as well as methods specific to particular challenges. The authors address special education theory and relevant research in simple, straightforward language that uses minimal jargon, making concepts accessible and understandable to all. Using case studies to show actual instruction “as it happens,” this book gives readers a realistic portrait of today's diverse student population. Coverage includes: special education and adolescence; instruction methods; and current and future instructional issues. An obvious resource for special education teachers, this book is also an excellent guide for all educators, as it provides information about assessment and curriculum planning.
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Product Details

  • ISBN-13: 9780132414050
  • Publisher: Pearson
  • Publication date: 11/28/2008
  • Edition description: New Edition
  • Edition number: 3
  • Pages: 408
  • Sales rank: 572,284
  • Product dimensions: 7.50 (w) x 9.00 (h) x 0.80 (d)

Table of Contents

Part 1 SPECIAL EDUCATION AND ADOLESCENCE

Chapter 1 Introduction to Adolescents with High-Incidence Disabilities

Chapter 2 Adolescence and Youths with High-Incidence Disabilities

Chapter 3 Co-Teaching and Collaboration at the Secondary Level

Part 2 INSTRUCTIONAL METHODS

Chapter 4 Effective Instruction and Behavior Management Techniques

Chapter 5 Reading Instruction

Chapter 6 Written Language Instruction

Chapter 7 Teaching Mathematics to Adolescents with High-Incidence Disabilities

Chapter 8 Study Skills Instruction

Chapter 9 Social Skills Instruction

Part 3 BEYOND SECONDARY SCHOOLS

Chapter 10 Postsecondary Programs

Chapter 11 Transition to Independent Living

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Preface


Purpose
In comparison with elementary-level students, adolescents with high-incidence disabilities traditionally have been overlooked in most methods-oriented texts. At best, effective secondary-level methods of instruction have been addressed with very little detail. This text, which comprehensively covers methods and materials that teachers should use while instructing adolescents with high-incidence disabilities, focuses on ways to address learning and behavioral problems that are typical of such adolescents (i.e., learning disabilities, behavioral and emotional disabilities, and mild intellectual disability). The content is grounded in methods that have been validated in research, but it is presented in a style that is easily understood by teachers serving adolescents. A cross-categorical focus is provided in the text, where specific methods found to be effective with all types of youth with high-incidence disabilities are discussed. Moreover, methods found to be effective only with specific groups of adolescents with high-incidence disabilities (e.g., cognitive learning strategies with students identified as learning disabled) are also included.

Audience
This text is designed to disseminate instructionally relevant information to preservice and inservice special and general education teachers of secondary-level students. Our goal is to provide a definitive source of information or reference of practical and proven methods. We recognize that many adolescents with high-incidence disabilities are educated primarily in the general education classroom, and we support the collaborative instructional model within all instructional areas. This text isintended to assist all educators and parents in the preparation of adolescents with high-incidence disabilities for their roles in the 21st century.

Organization of the Text
The first part of the text, "Special Education and Adolescence," focuses on the nature of adolescents and special education, in particular the characteristics of secondary-level students with high-incidence disabilities. Part 2, "Instructional Methods," provides specific content area instructional methods. The final section, "Current and Future Instructional Issues," focuses on topics such as content-area instruction, transition, and postsecondary preparation.

Features
For the reader's convenience, a consistent format is used throughout. Several distinctive features are included that will benefit the reader:

  • Each chapter begins with a list of objectives, followed by an introduction. Before reading the chapter the reader knows the key points to be learned and emphasized, as well as the focus of the chapter.
  • Each instructionally related chapter addresses how teachers of adolescents with high-incidence disabilities can use the material in both general and special education classrooms. Because most adolescents with high-incidence disabilities are currently being served in general education classrooms, the text has a broad appeal for a wide audience.
  • At the end of each chapter a summary of the key points and a list of the key terms are included.
  • Instructionally oriented chapters (i.e., in parts 2 and 3) include case studies, sample IEPs, and margin tips so that readers can understand deeper issues related to the instruction of adolescents with high-incidence disabilities.
  • An instructor's manual is available that includes an outline of each chapter, sample multiple-choice questions, and essay test questions.
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