Teaching Individuals with Physical or Multiple Disabilities

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Teaching Individuals with Physical or Multiple Disabilities
- The four-part structure is conducive to teaching the course in a variety of ways–helping all instructors to teach in the way that best suits their particular course.
- Part I explains key definitions, legal requirements, and specific physical disabilities and health impairments; Part II describes accommodations for curricular access including assistive technology and augmentative/alternative communication; Part III examines specialized essential skill areas; and Part IV assists teachers how to implement core academic curriculum.
- A strong emphasis throughout on collaboration among teachers, service professionals and families–introducing the currently-advocated model of collaborative service delivery to students of the course.
- Defines similarities and differences among such professionals as teachers, social workers, counselors, therapists, and others when working in the range of classrooms (self-contained to inclusive) as well as hospital and home settings.
- Focus on the Net features at the end of every chapter have been updated–Provide students with current Website and Internet addresses relevant to chapter content, ideal for assignments, discussion topics, and for self-study.
- Encourages readers to use technology and the Web to extend their knowledge of current issues and developments in the field
- Information on appropriate software and functional academic skills — In every chapter in Part IV.
- Helps readers understand the potential of computers to bolster accessibility of school curriculum and offers guidelines for using computer technology to add meaning to content area studies.
- Separate chapters on assistive technology (AT) and augmentative and alternative communication (AAC)–Describes the legal mandates for AT devices and services, the AT assessment process, and the application of “low tech solutions for high tech needs.”
- Also explores the potential to enhance both symbolic and non-symbolic communication and helps future teachers understand the strengths of AAC and its use to support curriculum accessibility and communication.
- Summary and Conclusion and References features—In every chapter.
- Organizes chapter content for easy review and creates opportunities for students to gauge their understanding of chapter content and explore additional sources of information.
- Questions for Discussionin every chapter—Many using a case-study approach.
- Provides opportunities for students to assess their understanding and serves as springboards for research papers, assignments, and individual study.
- NEW! Features a completely redesigned model for planning and designing courses of study for students with disabilities that is aligned with core academic curriculum – found in the chapter on curricular options (Ch. 5) and modeled throughout the text.
- Familiarizes readers with the theory on which text coverage is based and gives them a structure on which to “hang” current and future knowledge.
- NEW! Includes the most updated information on federal legislation - Summarizes the key aspects of NCLB and IDEA (Ch. 1)
- Describes mandated assessment and appropriate accommodations and modifications.
- NEW! Redesigned transition content (Ch. 12)—emphasizes self-determination as a guiding factor developing student outcomes.
- NEW! Photos and illustrations throughout the text – Created specifically for this text, with enhanced chapter opening photos.
- Enhance the narrative throughout and the uniqueness of the text overall.
Country USA
Brand PEARSON EDUCATION
Manufacturer Pearson
Binding Hardcover
ItemPartNumber 9780131590120
UnitCount 1
Format Illustrated
EANs 9780131590120
ReleaseDate 0000-00-00

Country	USA
Brand	PEARSON EDUCATION
Manufacturer	Pearson
Binding	Hardcover
ItemPartNumber	9780131590120
UnitCount	1
Format	Illustrated
EANs	9780131590120
ReleaseDate	0000-00-00

Teaching Individuals with Physical or Multiple Disabilities

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