Teaching Students with Mild and Moderate Disabilities: Research-based Practices

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Pearson, 2005 - Education - 579 pages
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"Today's teachers need to be skilled and avid connoisseurs of evidence-based practices in the classroom. Libby Cohen and Loraine J. Spenciner have once again produced a current, comprehensive, practical text for teaching students with mild to moderate disabilities or those with learning or behavior problems. With an interactive format and enthusiastic writing style, Teaching Students with Mild and Moderate Disabilities: Research-Based Practices, Second Edition provides prospective teachers of learners with mild to moderate disabilities a full complement of very practical, yet research-based practices and strategies suitable for Kindergarten through 12th grade classrooms. The authors emphasize the need to consistently assess, plan, organize, implement, and evaluate instruction based on knowledge of the learner, intended learner outcomes, and the curriculum. Diversity and assessment are thoroughly integrated throughout the comprehensive coverage of both traditional and contemporary approaches to teaching. Considerable attention is given to classroom integration of both educational and assistive technologies. In addition, separate chapters focusing on the curriculum areas (teaching reading, written and spoken communication, mathematics, science and social studies, social skills, and transition) include discussion of national performance standards as well as strategies for helping learners with disabilities access the general education curriculum. The text's content flows nicely as several "strands" are woven throughout to solidify the content for readers. These strands include: 1.) Linking research to practice 2.) Cultural and linguistic perspectives 3.) Linking assessment and instruction and 4.) "In Practice" which examines classroom practices in more depth and apply new knowledge. Instructors and students alike will appreciate the depth of new content and material added throughout for a complete and thorough revision. Some of these new updates include: comprehensive coverage of traditional and contemporary methods; new information on response to intervention, the National Instructional Materials Accessibility Standard (NIMAS), and print and internet resources; expanded discussion on the topics of universal design, ADHD, autism spectrum disorders, assistive technology devices and services and the Carl D. Perkins Career and Technical Education ACT; revised procedures for identifying students with learning disabilities; updated case studies and application; and new chapter content related to explicit instruction, differentiated instruction and considering diversity and cultural and linguistic perspectives in relation to teaching methods."--Publisher's website.

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