Including Students with Severe and Multiple Disabilities in Typical Classrooms: Practical Strategies for Teachers, Third Edition / Edition 1

by June E. Downing

Overview

The bestselling resource from the most trusted name in special education gets a top-to-bottom update in this new third edition. Revised to reflect the realities of today's K-12 classrooms, this book gives teachers all the latest research-based, practical strategies for fully including students with sensory impairments and cognitive and physical disabilities. June Downing and a select group of expert contributors build on the popular previous editions, arming pre- and in-service educators with new and expanded material on hot topics such as

• ensuring access to core content areas—language arts, math, science, and social studies
• teaching effectively in the "age of accountability"
• measuring student progress toward state and national standards
• easing transitions, both between schooling levels and between school and adult life
• writing measurable IEP goals and objectives
• encouraging peer-to-peer learning and support
• understanding the legislative changes connected to NCLB and the latest reauthorization of IDEA

A helpful Q&A chapter gives teachers straightforward advice on addressing their most common challenges, and the appendices point educators to more resources on inclusion, instruction, and augmentative and alternative communication. A trusted guide and a widely used textbook since its first edition was published in 1996, this readily accessible book will help teachers maintain high expectations for students with severe and multiple disabilities and create successful inclusive classrooms where every child learns.

Product Details

ISBN-13:	9781557669087
Publisher:	Brookes Publishing
Publication date:	04/01/2008
Edition description:	New Edition
Pages:	352
Product dimensions:	7.00(w) x 10.00(h) x 0.70(d)

About the Author

Dr. Hicks teaches graduate and undergraduate courses to students in elementary education. She supervises student teachers and teaches courses in cultural diversity, elementary school assessment and social studies, and elementary school curriculum. Prior to receiving her doctorate at the University of Arizona in Language, Reading, and Culture in 1993, she taught elementary school in Southern California. Her research interests include standards-based elementary social studies, preservice teachers' development of cultural competence, and effective use of technology in elementary schools.

Martha E. Snell, Ph.D., Professor Emeritus, Special Education, Curry School of Education, University of Virginia, 405 Emmet Street, Charlottesville Virginia 22904

Dr. Martha Snell is a Professor Emeritus of Special Education at the Curry School of Education, University of Virginia where she directed the teacher preparation program in severe disabilities for 30 years. With others, she has authored a number of books on teaching methods and the definition of intellectual disability and has been an active member of TASH and the American Association for Individuals with Intellectual and Developmental Disabilities. She directed both federal and state grants directed toward the preparation of teachers and research with individuals having intellectual disability and autism and their teachers; more recently her research has concerned Head Start classrooms and young children at risk. Her research topics have encompassed the inclusion of students with disabilities in general education classrooms, effective teaching strategies, communication intervention, and positive behavior support for problem behavior.

June E. Downing, Ph.D., was a national leader in the field of special education who focused her expertise, time, and energy researching best practices and advocating for individuals with severe and multiple disabilities. She was a steadfast promoter of inclusive education, viewing access to the general education program and peers without disabilities as best practice, as well as an issue of social equality and civil rights. Dr. Downing was an exceptionally productive scholar who published numerous articles, chapters, monographs, and textbooks focusing on the education and inclusion of students with severe and multiple disabilities. Her publications are used by many educators and parents to learn how to provide quality education in inclusive classrooms to students with severe and multiple disabilities. Dr. Downing provided numerous professional development trainings in many regions of the world and served as the keynote speaker at several national and international conferences. She was known for her practical, invigorating, and humorous presentations and workshops. Dr. Downing's career in the field of special education began as a teacher of students with visual impairments and multiple disabilities including deafblindness. She was Associate Professor at the University of Arizona in Tucson and Professor at California State University, Northridge (CSUN). She directed or codirected several federally funded personnel preparation, research-to-practice, and technical assistance projects and was committed to preparing exceptional, highly qualified teachers, whose role she saw as change agents for the future. Through Dr. Downing's teaching and hands-on guidance, her students developed a passion for teaching and a strong commitment to supporting quality lives for students with disabilities and their families. While at CSUN, Dr. Downing contributed to the development of the CHIME Institute's Charter School and was instrumental in its high-quality inclusive educational practices. Dr. Downing served on the National TASH Board of Directors for six years and was Past President of Cal-TASH and AZ-TASH (the California and Arizona state chapters of TASH). She also served as an associate editor of Research and Practices for Persons with Severe Disabilities. Dr. Downing retired from CSUN in 2007 and returned to Tucson, where she lived until her death in July 2011. Her indomitable spirit, passion, and determination have been a driving force in our field, and her work continues to inspire and create positive and successful learning outcomes for students.

Joanne Eichinger, Ph.D., teaches graduate and undergraduate courses to students in elementary education and graduate courses to students in school psychology. Prior to obtaining her doctorate at Syracuse University in 1988, she taught learners with disabilities for 8 years. She also worked as the project coordinator and then director of the Northeast Region of The Association for Persons with Severe Handicaps technical assistance project, serving students with dual sensory impairments. Her research interests include promoting positive attitudes toward people with disabilities, examining job stress and satisfaction among special educators, and investigating the efficacy of promising educational practices in inclusive classes.

MaryAnn Demchak, Ph.D., teaches graduate courses in severe disabilities. In addition, as the project director of the Nevada Dual Sensory Impairment Project, Dr. Demchak provides technical assistance to families and service providers of children who are deafblind. Her research interests include inclusion of students with severe disabilities in typical classrooms, meeting the unique educational needs of students with severe disabilities, and positive support for behavior problems.

Read an Excerpt

https://brookespublishing.com/wp-content/uploads/2020/05/IncludingStudentsWithSevereAndMultipleDisabilitiesInTypicalClassroomsExcerpt.pdf

Table of Contents

About the Authors
Forewordby Martha E. Snell
Preface
Acknowledgments

1. Educating Students with Diverse Strengths and Needs Together: Rationale for Inclusion
   June E. Downing and Joanne Eichinger
   
2. Instruction in the General Education Environment: The Age of Accountability
   Joanne Eichinger, June E. Downing, and Sandra J. Hicks
   
3. First Steps: Determining Individual Abilities and How Best to Support Students
   June E. Downing and MaryAnn Demchak
   
4. The Preschool Student
   MaryAnn Demchak and June E. Downing
   
5. The Elementary School Student
   June E. Downing
   
6. The Middle School or Junior High School Student
   June E. Downing
   
7. The High School Studen
   June E. Downing
   
8. The Important Role of Peers in Inclusive Education
   June E. Downing and Joanne Eichinger
   
9. Working Cooperatively: The Role of Team Members
   June E. Downing
   
10. Are They Making Progress? Assessing the Skills of Students with Severe and Multiple Disabilities in General Education Classrooms
    June E. Downing
    
11. Some Common Concerns and Responses
    June E. Downing
    

Appendix ASystematic Teaching Resources
Appendix BResources on Augmentative and Alternative Communication
Appendix CAugmentative and Alternative Communication System Hardware Manufacturers
Appendix DVideotapes/DVDs on Inclusion
Index

Editorial Reviews

"Rich with descriptive examples and illustrations of individualized adaptations . . . a must for preparing high qualified teachers."

Stephanie MacFarland

"From understanding teaching accountability processes to easing transitions for students and writing mesaurable IEP goals, this is a powerful assessment tool for college-level education libraries."

Midwest Book Review- California Bookwatch

"A treashure chest of concrete examples and practical strategies for making inclusion come alive."

National Center for Educational Outcomes, University of Minnesota, Minneapolis - Martha L. Thurlow

http://booknews.com/issues/ref-0808.pdf

From the Publisher

"Rich with descriptive examples and illustrations of individualized adaptations . . . a must for preparing high qualified teachers."

Teacher Preparation for Learners with Severe and Multiple Disabilities, The University of Arizona, Tucson - Stephanie MacFarland