Teaching Students with Mild and Moderate Disabilities: Research-Based and Practices / Edition 1

Interactive in format and personal in manner, this book provides research-based practices and strategies for teaching children and youth with mild to moderate disabilities, including those students with learning and behavior problems, in kindergarten through grade 12. This lively text conveys enthusiasm about the practice of teaching and learning. The book emphasizes consistent assessing, planning, organizing, implementing, and evaluating instruction based on knowledge of the learner, the intended student outcomes, and the curriculum. Designed for future teachers and experienced educators or other professionals, this text may be used in undergraduate and graduate courses in methods and curriculum for teaching students with mild to moderate disabilities and students with learning and behavior problems. FEATURES

This book features comprehensive coverage of traditional and contemporary approaches. The text:

• Encourages high expectations for students with disabilities
• Emphasizes the research base for teaching methods and strategies
• Links assessment with instruction directly
• Integrates diversity as a theme throughout the book
• Addresses the integration of technology and assistive technology into curricula and instruction
• Includes a wealth of teaching strategies and skills
• Highlights important topics—social skills, positive behaviors, reading, written communication, mathematics, science, social studies, study and learning skills, and transition skills

This text conveys research-based teaching methods, strategies, and assessment approaches that facilitate the learning and behavior of students with mild to moderatedisabilities. It describes how to consider students' prior knowledge and experiences, needs, capabilities, interests, and intended outcomes when planning, implementing, and evaluating instruction. Separate chapters focusing on teaching reading, written communication, mathematics, science and social studies, and transition emphasize this philosophy. Several strands appear in each chapter. The first strand focuses on linking research to practice. The research base for instructional strategies is described and connected to teaching practices. The second strand emphasizes diversity. Understanding diversity perspectives is fundamental to teaching. The text describes how educators can ensure equity and fairness in the instruction and assessment of learners. The third strand, using technology, stresses integrating technology into teaching and learning. The text addresses a range of low-tech to high-tech materials, assistive technology devices, and software that can be used when teaching students with disabilities. This strand addresses the concept of universal desi8n, which makes teaching and learning accessible to all students. Finally, there is a strand on linking instruction with assessment. This strand is unique because assessment strategies that can be used to assess both state and national learning standards are described.

The book begins with Part I, "Foundations for Teaching," which provides foundational concepts in designing instruction. Separate chapters in this part discuss preparing to teach children and youth and characteristics of students. Part II, "How Teachers Teach," focuses on generic teaching considerations and on developing and enhancing social skills and promoting positive behaviors. Separate chapters in this part discuss linking instruction with assessment, planning and organizing instruction, methods of teaching, selecting instructional strategies, social skills, positive behaviors, and developing partnerships with educators, families, and paraprofessionals. Part III, "Curriculum Areas," provides separate chapters for teaching in content areas and includes suggestions for curriculum integration. Part IV, "Promoting Independence," is designed to provide students with information regarding the teaching of learning and study skills and the transition from school to work and the community.