Overview

This essential text and practitioner guide is unique in its emphasis on fostering academic learning as well as life skills. In-depth chapters cover reading, mathematics, science, and social studies, as well as health care needs, communication and social skills, daily living, and job skills. The expert authors present research-based best practices for assessing each student's needs and crafting individualized education plans that build a strong foundation for life in the community. User-friendly features include engaging vignettes, sample lesson plans, and reproducible checklists and forms. The text is a contemporary follow-up to Diane M. Browder's widely adopted Curriculum and Assessment for Students with Moderate and Severe Disabilities. This book will be invaluable to students in special education; special educators, school psychologists, reading specialists, classroom teachers, and administrators. It will also serve as a text in advanced undergraduate- and graduate-level courses such as Methods for Students with Severe Disabilities.

Full Product Details

9781606239919

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Reviews

Up to date, comprehensive, and thoughtfully sequenced, this book should be at the top of the list for any course on teaching students with moderate or severe disabilities. An outstanding text! - Craig H. Kennedy, Vanderbilt University, Tennessee, USA Browder and Spooner's text represents the cutting edge in both the science and art of teaching students with moderate and significant cognitive disabilities. Teachers and teacher educators will find this volume to be a significant and useful resource. - Jacqueline F. Kearns, University of Kentucky, USA A particular strength of this current, practical book is its commitment to ensuring that students are provided access to the general curriculum, their IEPs are standards based, and their instructional programs address all of their needs. The text is replete with case studies and thoughtful reflections on the critical questions that special educators face every day. The value of such best practices as universal design, student-directed learning, behavior analysis, and choice making is strongly advocated throughout. - Martin Agran, University of Wyoming, USA

Up to date, comprehensive, and thoughtfully sequenced, this book should be at the top of the list for any course on teaching students with moderate or severe disabilities. An outstanding text! - Craig H. Kennedy, Peabody College of Education and Human Development, Vanderbilt University, USA Browder and Spooner's text represents the cutting edge in both the science and art of teaching students with moderate and significant cognitive disabilities. Teachers and teacher educators will find this volume to be a significant and useful resource. - Jaqueline F. Kearns, Human Development Institute, University of Kentucky, USA

""Up to date, comprehensive, and thoughtfully sequenced, this book should be at the top of the list for any course on teaching students with moderate or severe disabilities. An outstanding text!"" - Craig H. Kennedy, Peabody College of Education and Human Development, Vanderbilt University, Tennessee, USA ""Browder and Spooner's text represents the cutting edge in both the science and art of teaching students with moderate and significant cognitive disabilities. Teachers and teacher educators will find this volume to be a significant and useful resource."" - Jacqueline F. Kearns, Human Development Institute, University of Kentucky, USA ""A particular strength of this current, practical book is its commitment to ensuring that students are provided access to the general curriculum, their IEPs are standards based, and their instructional programs address all of their needs. The text is replete with case studies and thoughtful reflections on the critical questions that special educators face every day. The value of such best practices as universal design, student-directed learning, behavior analysis, and choice making is strongly advocated throughout."" - Martin Agran, Department of Special Education, University of Wyoming, USA

Author Information

Diane M. Browder, PhD, and Fred Spooner, PhD, both at the College of Education, University of North Carolina at Charlotte, USA

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