Effective Literacy Instruction for Learners with Complex Support Needs
2nd Edition
Published on 30. April 2018
Book
Paperback/Softback
400 pages
978-1-68125-059-5 (ISBN)
Description
What are today's best methods for teaching literacy skills to students with complex support needs-including autism, intellectual disability, and multiple disabilities? This comprehensive guidebook has up-to-date, evidence-based answers for pre- and in-service educators.
Developed by Copeland and Keefe, the experts behind the landmark book Effective Literacy Instruction for Students with Moderate or Severe Disabilities, this thoroughly reimagined follow-up reflects 10 years of groundbreaking research and advances in the field. You'll discover current recommended practices on critical topics, including how to build vocabulary, increase word recognition, enhance fluency, address cultural and linguistic diversity, and use academic standards when designing instruction. You'll also get the guidance you need to put theory into practice: powerful lesson planning strategies, practical examples, and case studies that bring key principles of instruction to life.
Whether used as a text for teachers in training or a guide for practicing educators, this book will help teachers of Grades K-12 increase access to literacy and prepare all learners for successful communication, employment, and community life.
WHAT'S NEW
* New section on literacy as a human right for all learners (the "why" of instruction)
* Chapters on how to design engaging learning environments
* Cutting-edge guidance on today's assistive technology and augmentative and alternative communication
* A dedicated chapter on how to use national and state standards in designing instruction
* Recommendations for adapting books and other materials to increase all learners' access
* Chapters on combining literacy and the arts to enhance student engagement
* More on literacy beyond high school, including community-based learning opportunities
Developed by Copeland and Keefe, the experts behind the landmark book Effective Literacy Instruction for Students with Moderate or Severe Disabilities, this thoroughly reimagined follow-up reflects 10 years of groundbreaking research and advances in the field. You'll discover current recommended practices on critical topics, including how to build vocabulary, increase word recognition, enhance fluency, address cultural and linguistic diversity, and use academic standards when designing instruction. You'll also get the guidance you need to put theory into practice: powerful lesson planning strategies, practical examples, and case studies that bring key principles of instruction to life.
Whether used as a text for teachers in training or a guide for practicing educators, this book will help teachers of Grades K-12 increase access to literacy and prepare all learners for successful communication, employment, and community life.
WHAT'S NEW
* New section on literacy as a human right for all learners (the "why" of instruction)
* Chapters on how to design engaging learning environments
* Cutting-edge guidance on today's assistive technology and augmentative and alternative communication
* A dedicated chapter on how to use national and state standards in designing instruction
* Recommendations for adapting books and other materials to increase all learners' access
* Chapters on combining literacy and the arts to enhance student engagement
* More on literacy beyond high school, including community-based learning opportunities
More details
Edition
Second Edition
Language
English
Place of publication
Baltimore
United States
Target group
Primary & secondary/elementary & high school
US School Grade: From Kindergarten to Twelfth Grade, Interest Age: From 5 to 18 years
Edition type
New edition
Product notice
Paperback (trade)
Unsewn / adhesive bound
Dimensions
Height: 279 mm
Width: 220 mm
Thickness: 25 mm
Weight
934 gr
ISBN-13
978-1-68125-059-5 (9781681250595)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Persons
Susan R. Copeland, Ph.D., is an Assistant Professor of Special Education at the University of New Mexico. She teaches courses in both the undergraduate dual license program and the graduate program in special education. Prior to receiving her doctorate from Vanderbilt she worked with individuals with disabilities in several capacities, including as a classroom special education teacher and as a coordinator for a community program serving children and adults. Dr. Copeland's research and teaching focus developing instructional and social supports for students with disabilities within inclusive environments and advocacy and empowerment of individuals with severe disabilities.
Dr. Keefe received her bachelor's degree in sociology from the University of Newcastle-upon-Tyne in the United Kingdom, her master's degree in anthropology at the University of Nebraska, and her master of arts and doctoral degrees in special education from the University of New Mexico. She has taught in inclusive settings at the elementary level and now is actively involved in various educational reform issues throughout New Mexico. Her research interests include inclusive practices, co-teaching, and systematic change at the school level. Dr. Keefe enjoys tennis, playing banjo with ther band, going to Jamaica, and reading.
Dr. Keefe received her bachelor's degree in sociology from the University of Newcastle-upon-Tyne in the United Kingdom, her master's degree in anthropology at the University of Nebraska, and her master of arts and doctoral degrees in special education from the University of New Mexico. She has taught in inclusive settings at the elementary level and now is actively involved in various educational reform issues throughout New Mexico. Her research interests include inclusive practices, co-teaching, and systematic change at the school level. Dr. Keefe enjoys tennis, playing banjo with ther band, going to Jamaica, and reading.