Pub. Date:
Brookes, Paul H. Publishing Company
Everyday Social Interaction: A Program for People with Disabilities / Edition 2

Everyday Social Interaction: A Program for People with Disabilities / Edition 2

by Michael L. Wehmeyer, Bob Miller, Gaye Stevens


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Every day, teachers and education professionals struggle with a crucial classroom goal: ensuring that students with mental retardation have access to the general curriculum. They'll find the guidance, research, and practical strategies they need in this advanced, reader-friendly textbook, which will prepare preservice educators for the classroom and sharpen the skills of professionals in the field. Blending research-based theory with step-by-step processes and planning forms, this practical text is the key to building curricula that include students with mental retardation and meet their individual needs.

Product Details

ISBN-13: 9781557662583
Publisher: Brookes, Paul H. Publishing Company
Publication date: 01/28/1996
Edition description: Second Edition
Pages: 308
Product dimensions: 7.24(w) x 10.28(h) x 0.90(d)

Table of Contents

About the Authorsxi
1Understanding Mental Retardation: A Functional Model2
Defining Mental Retardation
Understanding Mental Retardation
Additional Readings
2Curriculum Decision Making and Educational Supports16
What Is Curriculum?
Curriculum Design
An Inclusive Approach to Curriculum Design
Theories Driving Curriculum Design
Universal Design as Curriculum Theory
Curriculum Decision Making
Designing Educational Supports for Students with Mental Retardation
Designing Personalized Curricular Supports for Students with Mental Retardation
Designing or Identifying Educational Supports
Additional Readings
3Conceptualizing Access to the General Curriculum30
What Is the General Curriculum?
What Constitutes Access to the General Curriculum?
How Is Access to the General Curriculum Achieved?
Additional Readings
4Achieving Access to the General Curriculum50
Curriculum Modifications to Ensure Access
A Model to Promote Access to and Progress in the General Curriculum
Strategies for Adapting the Curriculum
Strategies for Augmenting the Curriculum
Altering the Curriculum: Toward Functionality
Additional Readings
5Person-Centered and Student-Directed Planning70
The IEP Team
Person-Centered Planning
Student-Directed Planning
Person-Centered, Student-Directed IEP Meetings
IEP Meeting Outcomes: Educational Supports
Additional Readings
6Program Evaluation: Empowerment Evaluation and Personal Outcomes94
From Student Evaluation to Program Evaluation
From Process-Based to Personal Outcomes-Based Evaluation
From Individualized to Personalized
Empowerment Evaluation
Implementing an Empowerment Evaluation Process
Additional Readings
7Creating Learning Communities for All Students106
What Is a Learning Community?
Why Establish a Learning Community?
The Social Nature of Learning
How Can Teachers Create Learning Communities?
What Roles and Responsibilities Do Students Have in a Learning Community?
What Do Teachers Need to Teach to Achieve an Active Learning Community?
How Can Students Help Design and Sustain a Learning Community?
Classroom Management in a Learning Community
Do Learning Community Structures Change from Elementary to Middle to High School?
Additional Readings
8Designing Educational Supports: Instructional Decision Making122
Assessment, Curriculum, and Instruction
Building-Level Curriculum and Instruction Decisions
Classroom-Level Instructional Decisions
Classroom Curriculum and Instructional Decisions
Additional Readings
9Teaching Strategies that Work in Inclusive Classrooms140
Assumptions About Instruction in Inclusive Classrooms
Planning Instruction
Implementing Instruction
Assessing Instruction
Adapting Instruction for Individual Needs
A Framework for Guiding Instructional Decisions
Additional Readings
10Establishing Equal School-Home Partnerships: Parental and Family Involvement in Education160
Importance of Family Involvement in Education
Barriers to Effective Family Involvement
Establishing Effective Parent-Professional Partnerships
Additional Readings
11Positive Behavioral Supports and Classroom Management176
Positive Behavioral Supports
Implementing Positive Behavioral Supports
Additional Readings
12Teaching Functional Academic Content188
What Is Functional Academic Content?
A Framework for Functional Academic Content
Identifying Environments and Their Demands
Determining What Functional Content to Teach
Additional Readings
13The Emergent Self: Sexuality and Social Inclusion204
Adolescent Development
Healthy Sexuality
Sexuality and Individuals with Mental Retardation
Social Inclusion
Additional Readings
14Community-Based Instruction218
Community: What Is It? Why Is It Important?
Characteristics of Community-Referenced Planning and Community-Based Instruction
Quality Educational Supports for Students Ages 18-21
School Reform, Access to the General Curriculum, and Community-Based Learning
Additional Readings
15Self-Determination: Curriculum Augmentation and Student Involvement232
A Functional Model of Self-Determination
Research in Self-Determination and Mental Retardation
Promoting Self-Determination and Access to the General Curriculum
Self-Determination as Curriculum Augmentation
Self-Determined Learning Model of Instruction
Additional Readings
16Technology and Students with Mental Retardation252
Assistive Technology and Mental Retardation
Technology Providing Access and Support
Additional Readings
17Achieving Access to and Progress in the General Curriculum: Making Curriculum Decisions and Designing Educational Supports266
Removing Stereotypes and Changing Expectations
Individualized Educational Experiences for All Students
Personalized Educational Experiences for Students with Mental Retardation
Future Directions: Implementing and Surviving Change
Additional Readings

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