Special Education for All Teachers
Edition: 8
Copyright: 2023
Pages: 500
Edition: 8
Copyright: 2023
Pages: 392
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New 8th Edition!
Good teachers have the desire and ability to assume and meet the challenge of successfully addressing the needs of diverse students in the general education classroom when provided with the necessary knowledge and resources.
Special Education for All Teachers provides readers with relevant and practical information needed to effectively educate students with learning challenges in the general education classroom. The content will deepen reader’s awareness and understanding of instructional supports for students with and without exceptionalities that will lead to their success in school and society.
The 8th edition of Special Education for All Teachers builds upon previous editions by presenting updated chapter content that describes:
- historical and current laws that impact the instruction and daily lives of all students.
- how an inclusive mindset around disability and diversity can enhance student learning.
- the learning characteristics of students all students with exceptionalities.
- eligibility criteria and referral processes for all students with exceptionalities.
- how to effectively implement multi-tiered systems of supports schools.
- research-based academic, behavioral, and communication supports that promote school success for all students and those with more intensive needs.
- how families, teachers, and other professionals can effectively collaborate.
New resource guide for instructors! Instructors are provided with a guide comprised of engaging activities and timely resources that can be used to expand the knowledge, skills, and dispositions of students across various course delivery modes featuring reflection and classroom application activities, videos, research-to-practice readings, Internet resources, illustrative case studies, examination questions, and more!
Chapter 1 Teaching Every Student: A Mandate for Today
Chapter 2 The Legal Foundation for Special Education
Chapter 3 The Response to Intervention, Referral, and Placement Process
Chapter 4 Collaboration with Families and Professionals
Chapter 5 Cultural and Linguistic Diversity: Issues in Education
Chapter 6 Students with Learning Differences Affecting Achievement
Chapter 7 Approaches to Instruction for Students with Learning Differences
Chapter 8 Students with Behavior Differences Affecting Achievement
Chapter 9 Managing Behavior for Effective Learning
Chapter 10 Students with Autism Spectrum Disorders
Chapter 11 Students with Sensory, Communication, Physical, and Health Impairments
Chapter 12 Students with Moderate to Severe Intellectual Disability
Chapter 13 Gifted and Talented: The Overlooked Exceptionality
David E. Houchins is a Professor at Georgia State University in the Department of Learning Sciences. He conducts academic intervention research with secondary youth with high incidence disabilities. He is particularly interested in addressing the needs of youth in alternative schools and the teachers that serve them. He taught public school primarily at the middle school level in self-contained, resource, and general education classroom settings.
His teaching philosophy takes a collaborative, student centered approach to projects in order to get students involved in real research and real activity. As Dean he instated Professional Education programs that are field based in high needs urban schools and give the University faculty the opportunity to work with schools in the community.
Dr. Colarusso’s interests focus on the preparation of Special Educators and General Educators in high needs urban schools. He holds several committee assignments and memberships with various academic, community, and professional associations that focus on special education and urban education issues. Dr. Colarusso earned his B.S. at Bloomsburg State College and his M.Ed. and Ed.D. at Temple University.
Dr. O’Rourke was instrumental in the design and development of the College’s undergraduate course that addresses the educational needs of students with disabilities. She received the College’s Outstanding Teaching Award for that work. The course is now required for all students who plan to earn certification and work in a school setting (general educators, special educators, counselors, speech-language pathologists, etc.).
Her approach to teaching and supervision is to assist students in the application of theory to practice, promoting hands-on learning and evidence-based practice. Dr. O’Rourke earned her B.S. at the University of Cincinnati and her M.A. and Ph.D. at Wayne State University.
Melissa Leontovich, Ph.D., is a transition teacher for the Learning Independence for Future Employment (L.I.F.E.) Program. The Fulton County School System in Atlanta provides the L.I.F.E. program to young adults with developmental disabilities. The goal of L.I.F.E. is to provide real-world job experience to these students as they transition from public school to employment. Before coming to the L.I.F.E. Program, Dr. Leontovich was employed in the Department of Educational Psychology and Special Education at Georgia State University for 16 years. Dr. Leontovich was a Clinical Assistant Professor and served as the Director of Funded Projects from the Georgia Department of Education that improved the educational opportunities for students with disabilities. Dr. Leontovich earned her B.S. degree from the University of Mississippi and her M.Ed. and Ph.D. at Georgia State University.
Margaret M. Flores is a Professor at Auburn University in the Department of Special Education, Rehabilitation and Counseling. She conducts intervention research with elementary and middle school students who have disabilities or are at risk for failure. Her research places her in public schools each week, implementing practices described in this text. She taught in the public schools, primarily in middle grades. She co-taught in general education classrooms, taught students in a resource pull-out setting, and taught students in a separate self-contained setting.