Teaching Students with Severe Disabilities
4th Edition
Published on 3. July 2008
Book
Hardback
624 pages
978-0-13-241444-9 (ISBN)
Description
This updated edition of Teaching Students with Severe Disabilities, is written in a way that makes the most complex findings of research understandable and usable in the real educational world. Drawing on their own experiences, the authors bring a level of currency and reality to the book that is unparalleled. This book offers comprehensive coverage of all of the issues that are pertinent to teaching students with severe disabilities. The authors clearly and completely address both methodology and curriculum, presenting topics in the order in which a teacher would approach them: prior considerations, planning and assessment, general instructional procedures, and, finally, procedures targeted to learners with specific disabling conditions. In addition, they pay thoughtful attention to assessment, the role of paraprofessionals, and multicultural concerns.
More details
Edition
4th edition
Language
English
Place of publication
United States
Publishing group
Pearson Education (US)
Target group
Professional and scholarly
Dimensions
Height: 210 mm
Width: 259 mm
Thickness: 24 mm
Weight
1128 gr
ISBN-13
978-0-13-241444-9 (9780132414449)
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
Other editions
New editions
David Westling | Lise Fox | Erik Carter
Teaching Students with Severe Disabilities
Loose-leaf edition
05/2014
5th Edition
Pearson
€153.07
Article not available
David L. Westling | Lise L. Fox
Teaching Students with Severe Disabilities: Pearson New International Edition
Book
4th Edition
Pearson Education Limited
€132.42
The article will not be published
Previous edition
David L. Westling | Lise L. Fox
Teaching Students with Severe Disabilities
Book
11/2003
3rd Edition
Pearson
€48.35
Article exhausted; check for reprint
Content
PART I INITIAL CONSIDERATIONS
Chapter 1 Students with Severe Disabilities: Definitions, Descriptions, Characteristics, and Potential
Defining Severe Disabilities
Intellectual Disability Categories and Syndromes
Characteristics of Persons with Severe Disabilities
Potential for Success by Persons with Severe Disabilities
Chapter 2 Philosophy and Best Practices for Educating Students with Severe Disabilities
A Philosophy of Services
Contemporary Best Practices for Students with Severe Disabilities
The Bases of Best Practices
The Meaning of Special Education
Chapter 3 Collaboration Among Professionals and Paraeducators
The Meaning of Collaboration
Chapter 4 Parents, Families, and Cultural Issues
Promoting Family Involvement
The Meaning of Collaboration
Establishing Partnerships with the Family
Providing Culturally Competent Education and Support
Providing Support to Parents
The Role of Teachers When Collaborating with Parents
Providing Culturally Competent Instruction
PART II PREPARING TO TEACH
Chapter 5 Planning Instructional Programs for Students with Severe Disabilities
Planning for Students with Severe Disabilities
Chapter 6 Conducting Assessments to Determine Instructional Needs
Approaches to Assessment
PART III GENERAL INSTRUCTIONAL PROCEDURES
Chapter 7 Teaching Students to Acquire New Skills
Elements of Effective Instruction
Good General Teaching Practices
How Behaviors and Skills are Learned
Instructional Tactics for Teaching New Skills to Students with Severe Disabilities
Chapter 8 Teaching Skills for Generalization and Maintenance
The Importance of Generalization and Maintenance
Strategies That Have Been Used to Achieve Skill Generalization
Applying Generalization Strategies
Teaching Skill Maintenance
Writing Instructional Programs to Include Generalization Instruction and to Promote Maintenace
Chapter 9 Evaluating Student Progress
The Importance of Evaluating Student Progress
Alternate Assessment Requirements for Students with Severe Disabilities
Portfolio Assessment Procedures
Continuous Direct Assessment
Chapter 10 Creating Inclusive Educational Environments
Teaching in Inclusive Environments
The Importance of School Inclusion
Benefits of Inclusion
The Inclusive Education Model
Facilitating School Acceptance: Structures for Successful Inclusion
Making Inclusion Work: Essential Supports
Peer Supports
Colllaborative Teaming
Meaningful Instructional Arrangements
The Changing Role of the Special Educator
PART 4 SPECIFIC INSTRUCTIONAL AND MANAGEMENT PROCEDURES
Chapter 11 Teaching Communication Skills
The Instruction of Communication Skills
Communication Skill Development
Assessment Issues
Augmentative and Alternative Communication
Instructional Strategies
Generalization Issues
Chapter 12 Providing Behavioral Supports to Improve Challenging Behavior
Addressing Challenging Behavior
Defining Problem Behavior
A Functional Approach
Conducting a Functional Assessment
Behavior Support Plan Development
Chapter 13 Managing Sensory and Motor Systems
Addressing Sensory and Motor Challenges
The Sensory Systems
The Motor System
Positioning and Handling
Instructional Programming
Sensory Impairments
Chapter 14 Providing Support for Health and Medical Needs
Supporting Students with Health-Care Needs
Therapeutic Management
Nutrition and Feeding
Special Concerns
Infectious Disease
Chapter 15 Teaching Personal Care Skills
The Importance of Personal Care
General Considerations
Eating, Self-Feeding, and Other Mealtime Skills
Learning to Use the Toilet
Learning to Dress
Learning Personal Hygiene and Grooming Skills
Chapter 16 Teaching Leisure and Recreational Skills
The Importance of Recreation Skills
Recreation Skill Instruction
Recreation as a Related Service
Community Recreation Opportunities
Developing Friendships
Chapter 17 Teaching Academic Skills
Issues Related to Academic Instruction and Accessing the General Curriculum
Facilitating Access and Participation in the General Curriculum
Teaching Literacy Skills
Teaching Math Skills
Teaching Science Skills
Chapter 18 Teaching Community and Domestic Skills
Why Teach Community and Domestic Skills?
General Procedures Related to Teaching Community and Domestic Skills
Community Settings and Activities
Domestic Skills and Activities
Issues Related to Community-Based Instruction
Chapter 19 Using Technology to Enhance Teaching and Learning
Assistive Technology Devices and Services
Assistive Technology Devices for Students with Severe Disabilities
Considerations for Identifying Appropriate Assistive Technology Devices and Services
Use of AT Devices in Family and Cultural Contexts
Funding of AT Devices and Services
Effectiveness of AT Devices and Services
Limitations of AT Devices and Services and Needed Directions
Chapter 20 Meeting the Needs of Young Children
Special Education Programs and the Law
Teaching Young Children
Family-Centered Approach
The Intervention Context
Assessment in Early Intervention
Instructional Programs for Young Children
Inclusion and Young Children
Transition Issues
Chapter 21 Transition Planning and Adult Issues
The Importance of Transition Planning
Self-Determination
Natural Supports
Postschool Outcomes
Transition Services
Developing the Transition Individualized Education Plan
Teaching the Secondary Student
Chapter 1 Students with Severe Disabilities: Definitions, Descriptions, Characteristics, and Potential
Defining Severe Disabilities
Intellectual Disability Categories and Syndromes
Characteristics of Persons with Severe Disabilities
Potential for Success by Persons with Severe Disabilities
Chapter 2 Philosophy and Best Practices for Educating Students with Severe Disabilities
A Philosophy of Services
Contemporary Best Practices for Students with Severe Disabilities
The Bases of Best Practices
The Meaning of Special Education
Chapter 3 Collaboration Among Professionals and Paraeducators
The Meaning of Collaboration
Chapter 4 Parents, Families, and Cultural Issues
Promoting Family Involvement
The Meaning of Collaboration
Establishing Partnerships with the Family
Providing Culturally Competent Education and Support
Providing Support to Parents
The Role of Teachers When Collaborating with Parents
Providing Culturally Competent Instruction
PART II PREPARING TO TEACH
Chapter 5 Planning Instructional Programs for Students with Severe Disabilities
Planning for Students with Severe Disabilities
Chapter 6 Conducting Assessments to Determine Instructional Needs
Approaches to Assessment
PART III GENERAL INSTRUCTIONAL PROCEDURES
Chapter 7 Teaching Students to Acquire New Skills
Elements of Effective Instruction
Good General Teaching Practices
How Behaviors and Skills are Learned
Instructional Tactics for Teaching New Skills to Students with Severe Disabilities
Chapter 8 Teaching Skills for Generalization and Maintenance
The Importance of Generalization and Maintenance
Strategies That Have Been Used to Achieve Skill Generalization
Applying Generalization Strategies
Teaching Skill Maintenance
Writing Instructional Programs to Include Generalization Instruction and to Promote Maintenace
Chapter 9 Evaluating Student Progress
The Importance of Evaluating Student Progress
Alternate Assessment Requirements for Students with Severe Disabilities
Portfolio Assessment Procedures
Continuous Direct Assessment
Chapter 10 Creating Inclusive Educational Environments
Teaching in Inclusive Environments
The Importance of School Inclusion
Benefits of Inclusion
The Inclusive Education Model
Facilitating School Acceptance: Structures for Successful Inclusion
Making Inclusion Work: Essential Supports
Peer Supports
Colllaborative Teaming
Meaningful Instructional Arrangements
The Changing Role of the Special Educator
PART 4 SPECIFIC INSTRUCTIONAL AND MANAGEMENT PROCEDURES
Chapter 11 Teaching Communication Skills
The Instruction of Communication Skills
Communication Skill Development
Assessment Issues
Augmentative and Alternative Communication
Instructional Strategies
Generalization Issues
Chapter 12 Providing Behavioral Supports to Improve Challenging Behavior
Addressing Challenging Behavior
Defining Problem Behavior
A Functional Approach
Conducting a Functional Assessment
Behavior Support Plan Development
Chapter 13 Managing Sensory and Motor Systems
Addressing Sensory and Motor Challenges
The Sensory Systems
The Motor System
Positioning and Handling
Instructional Programming
Sensory Impairments
Chapter 14 Providing Support for Health and Medical Needs
Supporting Students with Health-Care Needs
Therapeutic Management
Nutrition and Feeding
Special Concerns
Infectious Disease
Chapter 15 Teaching Personal Care Skills
The Importance of Personal Care
General Considerations
Eating, Self-Feeding, and Other Mealtime Skills
Learning to Use the Toilet
Learning to Dress
Learning Personal Hygiene and Grooming Skills
Chapter 16 Teaching Leisure and Recreational Skills
The Importance of Recreation Skills
Recreation Skill Instruction
Recreation as a Related Service
Community Recreation Opportunities
Developing Friendships
Chapter 17 Teaching Academic Skills
Issues Related to Academic Instruction and Accessing the General Curriculum
Facilitating Access and Participation in the General Curriculum
Teaching Literacy Skills
Teaching Math Skills
Teaching Science Skills
Chapter 18 Teaching Community and Domestic Skills
Why Teach Community and Domestic Skills?
General Procedures Related to Teaching Community and Domestic Skills
Community Settings and Activities
Domestic Skills and Activities
Issues Related to Community-Based Instruction
Chapter 19 Using Technology to Enhance Teaching and Learning
Assistive Technology Devices and Services
Assistive Technology Devices for Students with Severe Disabilities
Considerations for Identifying Appropriate Assistive Technology Devices and Services
Use of AT Devices in Family and Cultural Contexts
Funding of AT Devices and Services
Effectiveness of AT Devices and Services
Limitations of AT Devices and Services and Needed Directions
Chapter 20 Meeting the Needs of Young Children
Special Education Programs and the Law
Teaching Young Children
Family-Centered Approach
The Intervention Context
Assessment in Early Intervention
Instructional Programs for Young Children
Inclusion and Young Children
Transition Issues
Chapter 21 Transition Planning and Adult Issues
The Importance of Transition Planning
Self-Determination
Natural Supports
Postschool Outcomes
Transition Services
Developing the Transition Individualized Education Plan
Teaching the Secondary Student