Handbook of Research-Based Practices for Educating Students with Intellectual Disability / Edition 1

by Karrie A. Shogren

Overview

The Handbook of Research-Based Practices for Educating Students with Intellectual Disability provides an integrated, transdisciplinary overview of research-based practices for teaching students with intellectual disability. This comprehensive volume emphasizes education across life stages, from early intervention in schools through the transition to adulthood, and highlights major educational and support needs of children and youth with intellectual disability. The implications of history, recent research, and existing information are positioned to systematically advance new practices and explore promising possibilities in the field. Driven by the collaboration of accomplished, nationally recognized professionals of varied approaches and philosophies, the book emphasizes practices that have been shown to be effective through multiple methodologies, so as to help readers select interventions based on the evidence of their effectiveness.

Product Details

ISBN-13:	9781138832091
Publisher:	Taylor & Francis
Publication date:	11/11/2016
Pages:	524
Product dimensions:	7.00(w) x 10.00(h) x (d)

About the Author

Michael L. Wehmeyer is the Ross and Mariana Beach Distinguished Professor of Special Education and Director and Senior Scientist at the Beach Center on Disability, University of Kansas, USA. He is a past president of the American Association on Intellectual and Developmental Disabilities and founding co-editor of the AAIDD journal Inclusion.

Karrie A. Shogren is Professor of Special Education and Senior Scientist and Director of the Kansas University Center on Developmental Disabilities, University of Kansas, USA. She is founding co-editor of the AAIDD journal, Inclusion, and co-editor of the journal, Remedial and Special Education.

Table of Contents

Section I: Understanding Intellectual Disability

Chapter 1 Historical Understandings of Intellectual Disability and the Emergence of Special Education

Michael L. Wehmeyer, J. David Smith

Chapter 2 Reframing Educational Supports for Students with Intellectual Disability Through Strengths-Based Approaches

Karrie A. Shogren, Michael L. Wehmeyer, Robert L. Schalock, James R. Thompson

Chapter 3 Supports and Support Needs in Strengths-Based Models of Intellectual Disability

James R. Thompson, Karrie A. Shogren, Michael L. Wehmeyer

Chapter 4 Implications of Strengths-Based Models of Disability for the Education of Students with Intellectual Disability

Michael L. Wehmeyer, Karrie A. Shogren

Section II: Eligibility, Assessment, and Educational Planning

Chapter 5 Measuring Intellectual Functioning and Adaptive Behavior in Determining Intellectual Disability

Marc J. Tassé, Margaret H. Mehling

Chapter 6 Measuring Support Needs and Supports Planning

James R. Thompson, Carolyn Hughes, Virginia Walker, Stephanie DeSpain

Chapter 7 Alternate Assessment

Meagan Karvonen, Shawnee Wakeman, Neal Kingston

Chapter 8 Individualized Education Programs to Promote Access to the General Education Curriculum for Students with Intellectual Disability

Michael L. Wehmeyer, Suk-Hyang Lee

Chapter 9 Planning for Other Educational Needs and Community-Based Instruction

David W. Test, Fred Spooner, Debra Holzberg, Colleen Robertson, Luann Ley Davis

Chapter 10 Transition Planning

James E. Martin, Amber E. McConnell

Chapter 11 Person-Centered and Student-Directed Planning

Karrie A. Shogren, Michael L. Wehmeyer, James R. Thompson

Section III: Schoolwide and Classroomwide Academic and Behavioral Supports

Chapter 12 Multi-Tiered Systems of Supports

Karrie A. Shogren, Michael L. Wehmeyer, Kathleen Lynne Lane, Carol Quirk

Chapter 13 Positive Behavior Supports for Students with Intellectual Disability

Glen Dunlap, Donald Jackson, Ashley Greenwald

Chapter 14 The Role of Technology in Implementing Universal Design for Learning

Loui Lord Nelson, Mindy Johnson

Chapter 15 Supporting the Social Lives of Students with Intellectual Disability

Elizabeth E. Biggs, Erik W. Carter

Chapter 16 Self-Determination and Goal Attainment

Karrie A. Shogren, Michael L. Wehmeyer

Chapter 17 Educating Students in Inclusive Classrooms

Jennifer Kurth, Susan Marks, Jody Bartz

Chapter 18 Research-based Practices for Fostering Trusting Partnerships with Families in Educating Students with Intellectual Disability

Kathleen Kyzar, Shana J. Haines, Ann P. Turnbull, Jean Ann Summers

Chapter 19 Teaching Reading and Literacy Skills to Students with Intellectual Disability

Susan R. Copeland, Elizabeth B. Keefe

Chapter 20 Teaching Mathematics and Science to Students with Intellectual Disability

Alicia Saunders, Diane Browder, Jenny Root

Section IV: Education across the Lifespan

Chapter 21 Early Intervention and Early Childhood Education

Michaelene M. Ostrosky, Rosa Milagros Santos, Hasan Y. Zaghlawan

Chapter 22 High Quality Educational Programs for Students with Intellectual Disability in Elementary School

Kendra Williams-Diehm, Susan B. Palmer

Chapter 23 High Quality Educational Programs for Students with Intellectual Disability in Middle and Junior High School

Colleen A. Thoma, Kimberly Wolowiec Fisher, Sarah Hall, LaRon A. Scott, Irina Cain, Andrew Wojcik, Brittany Sterret

Chapter 24 High Quality Educational Programs for Students with Intellectual Disability in High School

Mary E. Morningstar, Jennifer Kurth, Michael L. Wehmeyer, Karrie A. Shogren

Chapter 25 Transition to Employment

Paul Wehman, Lauren Avellone, Valerie Brooke, Pam Hinterlong, Katherine Inge, Stephanie Lau, Jennifer McDonough, Grant Revell, Carol Schall

Chapter 26 Postsecondary Education for Students with Intellectual Disability

Meg Grigal, Maria Paiewonsky, Debra Hart

About the Editors

About the Contributors

Index