Special Education for Today’s Teachers

Description

Are you prepared to serve and teach all students? The second edition of Special Education for Today’s Teachers: An Introduction not only will provide a solid foundation for being a teacher in today’s classroom, but also will help you to truthfully answer this question. The challenges we face today in special education require highly qualified, reflective practitioners who use research-based strategies in the classroom and who are excited about the success and future of students. This book will help prepare you to meet these requirements and find the solutions that will lead you to that success.

A focus on Professionalism

• My Profession, My Story vignettes highlight teachers, their life experiences, dispositions, and attitudes, and how all of these factors relate to daily teaching practice and the profession.
• The Real World: Challenges and Solutions
• Chapter 16: Continuing a Successful Career: Professionalism, Collaborative Support, and Professional Development
• Addresses the CEC Knowledge and Skill Standards, CEC code of Ethics, and PRAXIS Standards

 A focus on Effective Instructional Application

• Can You Help Me with This Student? features present a scenario or case study in which a teacher is facing a difficult situation with a student and show how this challenge could be resolved.
• Technology for Access features are integrated throughout the text.
• Chapter 5: Effective Teaching in a Well-Managed Classroom

 A focus on Reflection

• Chapter 1: Teaching Students with Special Needs: Professional Roles and Responsibilities
• Reflective Exercises margin notes engage readers through thought-provoking questions that extend the content of the narrative.
• Reflect Upon focus questions at the beginning of each chapter serve as not only an advance organizer for the reader, but also a point of consideration related to the topics covered in the chapter.

Part I: Becoming a Professional

Chapter 1: Teaching Students with Special Needs: Professional Roles and Responsibilities

Chapter 2: Special Education Today: An Unfinished History

Part II: Teaching Effectively in the Classroom: What Can You Expect?

Chapter 3: Accepting Responsibility for the Learning of All Students

Chapter4: Identification and Planning for Students with Special Needs

Chapter 5: Effective Instruction in a Well-Managed Classroom

Part III: Meeting the Multiple Needs of Students with Exceptionalities: What is Effective Practice?

Chapter 6: Learning Disabilities

Chapter 7: Emotional and Behavioral Disorders

Chapter 8: Intellectual Disabilities

Chapter 9: Attention Deficit Hyperactivity Disorder

Chapter 10: Autism Spectrum Disorder

Chapter 11: Communication Disorders

Chapter 12: Severe and Multiple Disabilities and Traumatic Brain Injury

Chapter 13: Sensory Impairments

Chapter 14: Physical Disabilities and Other Health Impairments

Chapter 15: Academically Gifted and Talented

Part IV: A Successful Career: Growing in Your Profession

Chapter 16: Continuing a Successful Career: Professionalism, Collaborative Support, and Professional Development

• Chapter 1 has been significantly revised to better focus the reader on the three themes carried throughout the text: professionalism, effective instructional practice, and reflection.
• A NEW feature entitled “The Real World: Challenges and Solutions” appears in Chapters 2 -15 and focuses on the daily problem solving and reflection typical of teachers of students with special needs.
• A greater emphasis on how the Response to Intervention (RtI) framework guides many aspects of special education practice. (Substantial changes in chapter 4, 5, and 6 with regard to RtI.)
• Chapter 4 significantly revised to emphasize a process approach with regard to Response to Intervention (RtI) and Individualized Education Programs (IEPs).
• Chapter 5 significantly revised to 1) include coverage of RtI and 2) focus on the connection between effective classroom management and effective classroom instruction.
• All chapters now conclude with a provocative section that addresses at least two “Prevailing Issues, Controversies, and Implications for the Teacher.”
• Chapter 8 has been significantly revised to include the full continuum of intellectual disabilities (from mild to severe) in one chapter.
• Traumatic Brain Injury (TBI) is now presented with Severe and Multiple Disabilities in a revised Chapter 12.

Michael S. Rosenberg is a Professor in the Department of Special Education and Chair of Doctoral Studies at Johns Hopkins University. He completed his doctoral work at Penn State University. A co-editor of Teacher Education and Special Education, Dr. Rosenberg is the co-author of Educating Students with Behavior Disorders (with R. Wilson, L. Maheady, & P.T. Sindelar, published by Allyn & Bacon, 2003); Student Teacher To Master Teacher (With L. J. O’Shea & D.F O’Shea, published in 2006); The Special Education Sourcebook (with Irene Edmond-Rosenberg, published by Woodbine House, 1994); and Inclusion: Effective Practices for All Students (with James McLeskey and David Westling, to be published by Pearson 2010); and numerous publications in professional journals.

David L. Westling is the Adelaide Worth Daniels Distinguished Professor of Special Education at Western Carolina University in Cullowhee, North Carolina. He completed his doctoral work at the University of Florida. He is the co-author of Teaching Students with Severe Disabilities (with Lise Fox, published by Prentice Hall in 2009); and Inclusion: Effective Practices for All Students (with James McLeskey and Michael Rosenberg, to be published by Pearson 2010); and numerous papers in professional journals.

James McLeskey is professor and chair of the Department of Special Education at the University of Florida. He completed his doctoral work at Georgia State University. Dr. McLeskey is the author or co-author of Inclusion: Effective Practices for All Students (with Michael Rosenberg and David Westling, to be published by Pearson 2010); Reflections on Inclusion: Classic Articles that Shaped our Thinking (published by CEC, 2007); and Inclusive Education in Action: Making Differences Ordinary (with Nancy L. Waldron, published by ASCD, 2000). He has worked extensively with local schools as they have developed inclusive schools, and has written numerous articles regarding this work.

Are you prepared to serve and teach all students? The second edition of Special Education for Today’s Teachers: An Introduction not only will provide a solid foundation for being a teacher in today’s classroom, but also will help you to truthfully answer this question. The challenges we face today in special education require highly qualified, reflective practitioners who use research-based strategies in the classroom and who are excited about the success and future of students. This book will help prepare you to meet these requirements and find the solutions that will lead you to that success.

Are you prepared to serve and teach all students? The second edition of Special Education for Today’s Teachers: An Introduction not only will provide a solid foundation for being a teacher in today’s classroom, but also will help you to truthfully answer this question. The challenges we face today in special education require highly qualified, reflective practitioners who use research-based strategies in the classroom and who are excited about the success and future of students. This book will help prepare you to meet these requirements and find the solutions that will lead you to that success.

• Can You Help Me with This Student? features present a scenario or case study in which a teacher is facing a difficult situation with a student and show how this challenge could be resolved.
• The Real World: Challenges and Solutions appears in Chapters 2 -15 and focuses on the daily problem solving and reflection typical of teachers of students with special needs.
• My Profession, My Story vignettes highlight teachers, their life experiences, dispositions, and attitudes, and how all of these factors relate to daily teaching practice and the profession.
• Technology for Access features are integrated throughout the text.
• Reflective Exercises margin notes engage readers through thought-provoking questions that extend the content of the narrative.
• FAQ sheets are presented in chapters 2-15 and show a summary of quick facts for the reader to address regarding the content of the chapter.

Additional information