Overview
Comprehensive. Current. Practical.
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 and learning or behavior problems. 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. 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.
New Features in this Revision:
NEW–Text has been thoroughly updated to include the most comprehensive coverage of traditional and contemporary approaches for teaching students with mild and moderate disabilities–including the use of the best evidence-based practices, explicit instruction, and differentiated instruction.
NEW–Updated information on the Individuals with Disabilities Education Act of 2004 and the Carl D. Perkins Career andTechnical Education Act.
NEW–Features updated procedures for identifying students with learning disabilities–with current information on Attention Deficit Hyperactivity Disorder (ADHD).
NEW–Revised and expanded topics including: Response To Intervention, definition and discussion of scientifically-based research, National Instructional Materials Accessibility Standard (NIMAS), universal design, assistive technology devices and service, and autism spectrum disorders.
NEW–Updated with expanded information on research findings related to teaching and learning–with special attention given to neuroscience and informational methods and strategies.
NEW–Special features–Considering Cultural and Linguistic Perspectives and In Practice features, updated case studies with practical applications, and new print and internet resources.Synopsis
Comprehensive. Current. Practical.
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 and learning or behavior problems. 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. 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.
New Features in this Revision:
NEW–Text has been thoroughly updated to include the most comprehensive coverage of traditional and contemporary approaches for teaching students with mild and moderate disabilities–including the use of the best evidence-based practices, explicit instruction, and differentiated instruction.
NEW–Updated information on the Individuals with Disabilities Education Act of 2004 and the Carl D. Perkins Career andTechnical Education Act.
NEW–Features updated procedures for identifying students with learning disabilities–with current information on Attention Deficit Hyperactivity Disorder (ADHD).
NEW–Revised and expanded topics including: Response To Intervention, definition and discussion of scientifically-based research, National Instructional Materials Accessibility Standard (NIMAS), universal design, assistive technology devices and service, and autism spectrum disorders.
NEW–Updated with expanded information on research findings related to teaching and learning–with special attention given to neuroscience and informational methods and strategies.
NEW–Special features–Considering Cultural and Linguistic Perspectives and In Practice features, updated case studies with practical applications, and new print and internet resources.