Strategies for Teaching Learners with Special Needs, Enhanced Pearson eText -- Access Card

Strategies for Teaching Learners with Special Needs explores teaching approaches for students with mild- or high-incidence disabilities. You'll focus on effective instructional practices for diverse, inclusive educational environments, including both elementary and secondary strategies.

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Edward A. Polloway is the Rosel H Schewel Distinguished Chair of Education at Lynchburg College where he has taught for the last 40 years. He completed his bachelor’s degree at Dickinson College and his graduate degrees at the University of Virginia. He is the author of 105 professional articles in special education, learning disabilities, and intellectual disability. In addition to co-authoring the prior 10 editions of this textbook, he is also the co-author of Teaching Students With Special Needs In Inclusive Settings (now in 6th Edition), Language Instruction For Students With Disabilities (now in Fourth edition), and edited the AAIDD book on intellectual disability and capital punishment. For six years, he served as the editor of Remedial and Special Education. He has received the distinguished alumnus of the Curry School of Education at the University of Virginia, the Burton Blatt Humanitarian Award from the Division on Autism and Developmental Disabilities of the Council for Exceptional Children, and the James Hay James Huston award for scholarship from Lynchburg College.

James R Patton is Educational Consultant and Adjunct Associate Professor at the University of Texas at Austin. He received his graduate degrees from the University of Virginia after completing his baccalaureate degree at Notre Dame. He is a former high school biology teacher and elementary-level special education resource teacher and has also taught students who are gifted and gifted/learning disabled. His professional interests include transition, life skills instruction, adult issues related to individuals with special needs, study skills and classroom accommodations. He is the author of over 100 professional articles and co-author of the nine editions of this textbook in addition to multiple other books, manuals, and professional assessment instruments. Dr. Patton has served on the national boards of the Division on Autism and Developmental Disabilities, the Council for Learning Disabilities, and The National Joint Committee on Learning Disabilities.

Loretta Serna is Professor of Special Education at the University of New Mexico. She completed her doctoral degree in child and developmental psychology at the University of Kansas. In addition to her work on multiple versions of this textbook, Dr. Serna was also the principal investigator of the self-determination and integrated settings project and has developed social skills curricula for adolescents and for young children. She has significant experience working with adolescents in both individual and group work as well as with families of adolescents who are at risk for failure. Her research interests include social and self-determination skills for youth at risk, teacher preparation, and curriculum and program development.

Jenevie W. Bailey-Josep h completed her doctoral degree in leadership studies at Lynchburg College in addition to two prior degrees in special education from that institution and a Master’s in language and communication impairments from the University of Sheffield, United Kingdom. Currently, she serves as the director of the Lynchburg College program in St. Lucia. Dr. Bailey-Joseph was a high school special education teacher and a former kindergarten teacher in St. Lucia. She also served in the capacity of special education resource person, conducting in-service training with elementary education practitioners and general education teachers throughout St. Lucia. Her professional interests include early childhood education, self-determination, transition, and post school outcomes for students with disabilities.

1. Special Education: An Introduction to Teaching Students with Special Needs

2. Foundations of Effective Instruction

3. Teaching and Differentiating Instruction in a Multi-Tiered System of Education

4. Classroom Management and Behavioral Supports

5. Oral Language

6. Reading: Word Recognition

7. Reading: Comprehension

8. Written Language

9. Mathematics Instruction

10. Social Studies

11. Science

12. Study Skills

13. Social Competence and Self-Determination Skills

14. Applied Academics

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