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| an introduction to students with high incidence disabilities: An Introduction to Students with High-incidence Disabilities Janine P. Stichter, Maureen A. Conroy, James M. Kauffman, 2008 Educating Students with High-Incidence Disabilities provides a comprehensive and engaging overview of characteristics, assessment and current issues related to the education of students with high incidence disabilities. Separate chapters detail well-researched and up-to-date information on learning disabilities, behavioral disorders, mild mental retardation as well as other high-incidence disabilities within applied educational settings. Each chapter provides practical examples to highlight important concepts, providing specific tips for teachers and related practitioners. Information is presented relevant to current federal initiatives with an emphasis on current best practices regarding inclusion and multicultural issues. |
| an introduction to students with high incidence disabilities: Teaching Students With High-Incidence Disabilities Mary Anne Prater, 2016-12-29 To ensure that all students receive quality instruction, Teaching Students with High-Incidence Disabilities prepares preservice teachers to teach students with learning disabilities, emotional behavioral disorders, intellectual disabilities, attention deficit hyperactivity, and high functioning autism. It also serves as a reference for those who have already received formal preparation in how to teach special needs students. Focusing on research-based instructional strategies, Mary Anne Prater gives explicit instructions and includes models throughout in the form of scripted lesson plans. The book also has a broad emphasis on diversity, with a section in each chapter devoted to exploring how instructional strategies can be modified to accommodate diverse exceptional students. Real-world classrooms are brought into focus using teacher tips, embedded case studies, and technology spotlights to enhance student learning. |
| an introduction to students with high incidence disabilities: Teaching Students With High-Incidence Disabilities Mary Anne Prater, 2016-12-29 To ensure that all students receive quality instruction, Teaching Students with High-Incidence Disabilities prepares preservice teachers to teach students with learning disabilities, emotional behavioral disorders, intellectual disabilities, attention deficit hyperactivity, and high functioning autism. It also serves as a reference for those who have already received formal preparation in how to teach special needs students. Focusing on research-based instructional strategies, Mary Anne Prater gives explicit instructions and includes models throughout in the form of scripted lesson plans. The book also has a broad emphasis on diversity, with a section in each chapter devoted to exploring how instructional strategies can be modified to accommodate diverse exceptional students. Real-world classrooms are brought into focus using teacher tips, embedded case studies, and technology spotlights to enhance student learning. |
| an introduction to students with high incidence disabilities: 21st Century Education: A Reference Handbook Thomas L Good, 2008-10-02 Via 100 entries or 'mini-chapters,' the SAGE 21st Century Reference Series volumes on Education will highlight the most important topics, issues, questions, and debates any student obtaining a degree in the field of education ought to have mastered for effectiveness in the 21st Century. |
| an introduction to students with high incidence disabilities: Methods and Strategies for Teaching Students with High Incidence Disabilities Joseph Boyle, David Scanlon, 2018-01-01 Students in a typical special education methods course are often presented with and overwhelmed by myriad techniques, leaving them with insufficient opportunities to practice and reflect on covered practices. In addition, students are often uncertain how to apply the techniques in teaching situations. METHODS AND STRATEGIES FOR TEACHING STUDENTS WITH HIGH INCIDENCE DISABILITIES: A CASE-BASED APPROACH uses a more focused and integrated approach than other available texts. Each chapter presents a limited number of techniques (five to seven) in detail. The authors demonstrate effective teaching methods and techniques through application activities, anchor content around case studies, and offer an overview of techniques not covered in detail. Information addressing culturally, economically, linguistically, and ethnically diverse learners, among others, is integrated throughout. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version. |
| an introduction to students with high incidence disabilities: Introduction to Teaching Students with High Incidence Disabilities Allyn and Bacon Editorial Staff, 2000-10-01 |
| an introduction to students with high incidence disabilities: Handbook of Special Education James M. Kauffman, Daniel P. Hallahan, Paige Cullen Pullen, 2017-05-25 The purpose of the Handbook of Special Education is to help profile and bring greater clarity to the already sprawling and continuously expanding field of special education. To ensure consistency across the volume, chapter authors review and integrate existing research, identify strengths and weaknesses, note gaps in the literature, and discuss implications for practice and future research. The second edition has been fully updated throughout to take into account recent changes to federal laws as well as the most current academic research, and an entirely new section has been added on research methods in special education. |
| an introduction to students with high incidence disabilities: Inclusive Strategies for Teaching Students with High Incidence Disabilities Martin Henley, 2024-12-30 A comprehensive, practical, evidence-based guide to success in teaching K12 students with mild and moderate disabilities in inclusive classrooms, covering everything from preventing and responding to challenging behavior, creating a caring, positive classroom environment, and to effective subject-specific teaching practices that fosters learning and self-regulation for all students. |
| an introduction to students with high incidence disabilities: Inclusive Instruction Sean J. Smith, Jean B. Crockett, Cynthia C. Griffin, 2012-04-02 This accessible book presents research-based strategies for supporting K-8 students with high-incidence disabilities in becoming accomplished learners. The authors clearly describe the core components of effective inclusive instruction, showing how to recognize and respond to individual students' needs quickly and appropriately. Teachers are provided with essential tools for managing inclusive classrooms; planning a curriculum that fosters concept development across content areas, promotes strategic learning, and builds fluent skill use; and integrating technology into instruction. Case examples illustrate ways that special and general education teachers can work together successfully to solve complex learning problems and improve outcomes for students who are struggling-- Provided by publisher. |
| an introduction to students with high incidence disabilities: Methods and Strategies for Teaching Students with Mild Disabilities Joseph R. Boyle, David Scanlon, 2010 METHODS AND STRATEGIES FOR TEACHING STUDENTS WITH MILD DISABILITIES: A Case-Based Approach, International Edition uses case studies and application activities for a more focused and integrated approach to teaching K-12 special education teaching methods. The case study approach is a distinctive feature of this programùwith both text case studies and video case studies in each chapter. The text provides a special emphasis on teaching children with mild to moderate disabilities such as ADHD, learning disabilities, mild mental retardation, and emotional/behavioral disorders. |
| an introduction to students with high incidence disabilities: On Educational Inclusion James M. Kauffman, 2020-02-18 Combining examination of policy with primary research and analysis of up-to-date literature, On Inclusive Education explores the various interpretations of inclusion, its history in education, and a range of its applications internationally. With an international complement of authors, this book features detailed yet accessible chapters on a range of topics, including inclusion in law; academically gifted students; students with severe, sensory, and multiple impairments; and case studies from Germany, Portugal, the Netherlands, and the Russian Federation. The book also examines the impact of the Convention on the Rights of Persons with Disabilities—and Article 24 in particular—and the likely legacies and future implications of recent inclusion movements. For postgraduate students and academics researching in the field of inclusive education, and also for school administrators and policy makers, On Inclusive Education is an essential resource. |
| an introduction to students with high incidence disabilities: The Condition of Education 2011 Nabeel Alsalam, 1989 |
| an introduction to students with high incidence disabilities: Exceptional Learners Daniel P. Hallahan, James M. Kauffman, 2006 There are good reasons why Exceptional Learners has been the introductory text trusted to prepare hundreds of thousands of special education and general education teachers. Its depth, lucidity, clarity, and coherence combine to make a text appropriate for students at all levels: graduate and undergraduate, from introductory to advanced. Continuing its reputation as the standard bearer in the field for accuracy, currency, and reliability, the tenth edition increases its coverage of Autism Spectrum Disorders, collaboration and co-teaching, research-proven classroom applications, and references to professional standards (CEC and INTASC), and includes information on the 2004 IDEA reauthorization and its implications. |
| an introduction to students with high incidence disabilities: Teaching Students with Mild and High-incidence Disabilities at the Secondary Level Edward James Sabornie, Laurie Ungerleider DeBettencourt, 2004 Focusing on the needs of secondary-level learners with common disabilities-a group often neglected by other books on the market-Teaching Students with Mild and High Incidence Disabilities at the Secondary Level presents numerous research-proven instructional methods and strategies. It thoroughly examines the methods that are effective ;across the board,; as well as methods specific to particular challenges. The authors address special education theory and relevant research in simple, straightforward language that uses minimal jargon, making concepts accessible and understandable to all. Using case studies to show actual instruction ;as it happens,; this book gives readers a realistic portrait of today's diverse student population. Coverage includes: special education and adolescence; instruction methods; and current and future instructional issues. An obvious resource for special education teachers, this book is also an excellent guide for all educators, as it provides information about assessment and curriculum planning. |
| an introduction to students with high incidence disabilities: Handbook of Special Education James M. Kauffman, Daniel P. Hallahan, Paige Cullen Pullen, 2026-05-25 The Handbook of Special Education brings greater clarity to the ever-expanding topic of educating exceptional children. Across the volume, chapter authors review and integrate existing research, identify strengths and weaknesses, note gaps in the literature, and discuss implications for practice and future research. Chapters follow a consistent model: Definition, Causal Factors, Identification, Behavioral Characteristics, Assessment, Educational Programming, and Trends and Issues. This book provides comprehensive coverage of all aspects of special education in the United States including cultural and international comparisons. The Handbook of Special Education discusses emerging trends in the field for researchers and practitioners while also providing foundational material for graduate students and scholars. The third edition has been updated and shortened to make it more accessible and helpful to all of its users, taking into account the recent developments and most current academic research in the field. |
| an introduction to students with high incidence disabilities: Handbook of Intellectual Styles Li-fang Zhang, Robert J. Sternberg, Stephen Rayner, PhD, 2012 [B]ecause of the thoroughness of the literature reviews and the comprehensive coverage of the chapter topics, [this book] should be required reading for any scholar working in related areas of personality or intelligence.--PsycCRITIQUES This book is a masterly attempt to bring order and cohesion to a field that for many years has been riven with claims and counterclaims. The editors and authors are to be congratulated for addressing a very complex task so helpfully. John Biggs, PhD Honorary Professor of Psychology University of Hong Kong If you are interested in intellectual stylesópeople's preferred ways of processing informationóthen this book belongs on your bookshelf. Richard E. Mayer, PhD Professor of Psychology University of California, Santa Barbara For more than half a century, the construct of styleówhether designated as cognitive, thinking or learningóhas been in or out of fashion in the history of psychology and education. The editors of the present Handbook have invigorated the style construct in the form of intellectual styles, and have brought together a distinguished international panel of chapter authors who offer up-to-date surveys of the assessment, development, correlates, and educational and organizational applications of intellectual styles. For those seeking to familiarize themselves with current theory and research in an intellectually exciting field, the present Handbook is essential. Nathan Kogan, PhD Professor Emeritus, Department of Psychology New School for Social Research, New York, NY The concept of intellectual styles has had a controversial history based on diverse philosophical and theoretical foundations. Most recently, the idea of intellectual stylesóan umbrella term that covers such closely related constructs as cognitive styles, learning styles, teaching styles, and thinking stylesóhas gained momentum as an explanation for why different people succeed in different professional and organizational settings. Previously, it was thought that high-achievers simply had more innate abilities than their less successful peers, but research has shown that individuals have different intellectual styles that are better suited for varying types of contexts and problems. Based on the most current and expansive research, this handbook is the first to provide a comprehensive review of research on the construct of intellectual style, from its foundations and development, to its relations to allied constructs, its roles in school and job performance, its applications in various populations, and its future.. This understanding of intellectual styles as a valid concept for both individuals and groups has far-reaching implications for researchers in cross-cultural psychology, multicultural education, organizational behavior and work performance, and many other academic disciplines, as well as practitioners in education and beyond. Key Features: Provides a comprehensive review of intellectual styles from multiple perspectives Written for students and scholars in diverse academic arenas, as well as practitioners in education and other fields Includes contributions from researchers from diverse disciplines, such as psychology, business, education, and health sciences |
| an introduction to students with high incidence disabilities: Issues in Educational Placement James M. Kauffman, 1995 First Published in 1995. Routledge is an imprint of Taylor & Francis, an informa company. |
| an introduction to students with high incidence disabilities: Mental Disorders and Disabilities Among Low-Income Children National Academies of Sciences, Engineering, and Medicine, Institute of Medicine, Board on Children, Youth, and Families, Board on the Health of Select Populations, Committee to Evaluate the Supplemental Security Income Disability Program for Children with Mental Disorders, 2015-10-28 Children living in poverty are more likely to have mental health problems, and their conditions are more likely to be severe. Of the approximately 1.3 million children who were recipients of Supplemental Security Income (SSI) disability benefits in 2013, about 50% were disabled primarily due to a mental disorder. An increase in the number of children who are recipients of SSI benefits due to mental disorders has been observed through several decades of the program beginning in 1985 and continuing through 2010. Nevertheless, less than 1% of children in the United States are recipients of SSI disability benefits for a mental disorder. At the request of the Social Security Administration, Mental Disorders and Disability Among Low-Income Children compares national trends in the number of children with mental disorders with the trends in the number of children receiving benefits from the SSI program, and describes the possible factors that may contribute to any differences between the two groups. This report provides an overview of the current status of the diagnosis and treatment of mental disorders, and the levels of impairment in the U.S. population under age 18. The report focuses on 6 mental disorders, chosen due to their prevalence and the severity of disability attributed to those disorders within the SSI disability program: attention-deficit/hyperactivity disorder, oppositional defiant disorder/conduct disorder, autism spectrum disorder, intellectual disability, learning disabilities, and mood disorders. While this report is not a comprehensive discussion of these disorders, Mental Disorders and Disability Among Low-Income Children provides the best currently available information regarding demographics, diagnosis, treatment, and expectations for the disorder time course - both the natural course and under treatment. |
| an introduction to students with high incidence disabilities: Disability Across the Developmental Lifespan Julie Smart, PhD, 2019-12-01 This is the only text to examine the experience of disability in relation to theories of human growth and development. It provides a foundational and comprehensive examination of disability that encompasses the intellectual, psychiatric, physical, and social arenas. The second edition is updated to underscore its versatility as an introductory text about the developmental tasks of people with disabilities for all the helping professions. Reorganized to illuminate the book’s interdisciplinary focus, it includes new demographics, new case studies and first-person accounts, discussions on cultural aspects of disabilities, family concerns, and more. The text delivers practice guidelines for each of the conventional life stages and describes the developmental tasks of individuals with disabilities (IWDs). It emphasizes the positive trend in the perception of IWDs as normal and underscores the fact that IWDs have the same motivations, emotions, and goals as those without disabilities. Learning activities, suggestions for writing exercises, and websites for further study reinforce learning, as do graphs and charts illustrating trends and demographics. NEW TO THE SECOND EDITION: Introductory chapter on understanding disability Demographic updates throughout New case studies and first-person accounts Expanded discussions about cultural considerations, intersectionality, and family considerations Updated Instructor’s Manual and an Instructor’s Test Bank KEY FEATURES: Examines the conventional stages of human growth and development from the perspective of individuals with disabilities Integrates disability concepts with developmental theories and stages of the lifespan Addresses common ethical issues to illuminate the real-world implications faced by individuals with disabilities and their families Includes learning activities, suggestions for writing exercises, and websites for further study Purchase includes digital access for use on most mobile devices or computers. |
| an introduction to students with high incidence disabilities: Including Students with Special Needs Marilyn Penovich Friend, William D. Bursuck, Kathleen Best, 1999 |
| an introduction to students with high incidence disabilities: Research Anthology on Physical and Intellectual Disabilities in an Inclusive Society Management Association, Information Resources, 2021-08-27 Discussions surrounding inclusivity have grown exponentially in recent years. In today’s world where diversity, equity, and inclusion are the hot topics in all aspects of society, it is more important than ever to define what it means to be an inclusive society, as well as challenges and potential growth. Those with physical and intellectual disabilities, including vision and hearing impairment, Down syndrome, locomotor disability, and more continue to face challenges of accessibility in their daily lives, especially when facing an increasingly digitalized society. It is crucial that research is brought up to date on the latest assistive technologies, educational practices, work assistance, and online support that can be provided to those classified with a disability. The Research Anthology on Physical and Intellectual Disabilities in an Inclusive Society provides a comprehensive guide of a range of topics relating to myriad aspects, difficulties, and opportunities of becoming a more inclusive society toward those with physical or intellectual disabilities. Covering everything from disabilities in education, sports, marriages, and more, it is essential for psychologists, psychiatrists, pediatricians, psychiatric nurses, clinicians, special education teachers, social workers, hospital administrators, mental health specialists, managers, academicians, rehabilitation centers, researchers, and students who wish to learn more about what it means to be an inclusive society and best practices in order to get there. |
| an introduction to students with high incidence disabilities: Developmental Perspectives on Children With High-incidence Disabilities Ronald Gallimore, Lucinda P. Bernheimer, Donald L. MacMillan, Deborah L. Speece, Sharon R. Vaughn, 1999-04 This volume, in honor of the career of Barbara K. Keogh, offers a summary of what is known of developmental contructs in the study of high incidence disabilities. Written for an audience of scholars, policy-makers, and grad students in special education |
| an introduction to students with high incidence disabilities: Characteristics of and Strategies for Teaching Students with Mild Disabilities Martin Henley, Roberta S Ramsey, Robert F Algozzine, 2015-10-08 Describes thecharacteristics of students with mild disabilities, andclearly explainsthe best teaching practices for inclusive education, behavior management, social skill instruction, and modifying classroom instruction for students with mild disabilities, including learning disabilities, mild intellectual disabilities and emotional disturbance.This new edition includes anelaboration of Response to Intervention (RTI), which since the last edition has become a focal point of research and literature among general and special educators. This is a dynamic progression of cooperation between general and special education - primarily due to changes in the federal law regarding how students with learning disabilities are identified. |
| an introduction to students with high incidence disabilities: Empowering Engagement Clarence Ng, Brendan Bartlett, Stephen N. Elliott, 2018-07-24 This book examines promoting engagement for children and adolescents from challenging contexts or who are dealing with challenging conditions. The volume concentrates on three vulnerable groups: marginalized youths who have experienced repeated exclusion and sought their second chance in alternative education; children who are coming from economically, culturally, and linguistically disadvantaged backgrounds; and students with social or emotional issues. It defines engagement as evolving over the course of learning, an interpersonal as well as personal process involving students, learning environment, teachers, and peers. Chapters identify the complex personal, sociocultural, economic, and systemic barriers that keep these vulnerable students from fully engaging in school, and explore the enabling role of collaborative and supported learning activities in building academic success and a foundation for productive adult lives. In addition, chapters present instructional practices based on engagement enablers. Chapters also pinpoint specific learning skills and subject areas that can provide openings for promoting motivation and participation. Featured topics include: The importance of cognitive and social enablers for promoting learning engagement. Engagement in instruction from teachers and testing within classrooms. Student voice and perspective as a reading engagement enabler. Promoting academic engagement and aspiration for challenging and advanced mathematics. Alternative educational programs for re-engaging marginalized youths who “don’t fit”. Empowering Engagement is a must-have resource for researchers, scientist-practitioners, clinicians, and graduate students in the fields of child and school psychology, educational policy and politics, social work, motivation and learning, schooling and pedagogies, and related disciplines. |
| an introduction to students with high incidence disabilities: Handbook of Research on Reconceptualizing Preservice Teacher Preparation in Literacy Education Araujo, Juan J., Araujo, Dawn L., 2021-12-17 As it stands, there is currently a void in education literature in how to best prepare preservice teachers to meet the needs of individualized learners across multiple learning platforms, social/economical contexts, language variety, and special education needs. The subject is in dire need of support for the ongoing improvement of administrative, clinical, diagnostic, and instructional practices related to the learning process. The Handbook of Research on Reconceptualizing Preservice Teacher Preparation in Literacy Education stimulates the professional development of preservice and inservice literacy educators and researchers. This book also promotes the excellence in preservice and inservice literacy both nationally and internationally. Discussing topics such as virtual classrooms, critical literacy, and teacher preparation, this book serves as an ideal resource for tenure- track faculty in literacy education, clinical faculty, field supervisors who work with preservice teacher educators, community college faculty, university faculty who are in the midst of reconceptualizing undergraduate teacher education curriculum, mentor teachers working with preservice teachers, district personnel, researchers, students, and curricula developers who wish to understand the needs of preservice teacher education. |
| an introduction to students with high incidence disabilities: Handbook of Classroom Management Carolyn M. Evertson, Carol S. Weinstein, 2013-10-31 Classroom management is a topic of enduring concern for teachers, administrators, and the public. It consistently ranks as the first or second most serious educational problem in the eyes of the general public, and beginning teachers consistently rank it as their most pressing concern during their early teaching years. Management problems continue to be a major cause of teacher burnout and job dissatisfaction. Strangely, despite this enduring concern on the part of educators and the public, few researchers have chosen to focus on classroom management or to identify themselves with this critical field. The Handbook of Classroom Management has four primary goals: 1) to clarify the term classroom management; 2) to demonstrate to scholars and practitioners that there is a distinct body of knowledge that directly addresses teachers’ managerial tasks; 3) to bring together disparate lines of research and encourage conversations across different areas of inquiry; and 4) to promote a vigorous agenda for future research in this area. To this end, 47 chapters have been organized into 10 sections, each chapter written by a recognized expert in that area. Cutting across the sections and chapters are the following themes: *First, positive teacher-student relationships are seen as the very core of effective classroom management. *Second, classroom management is viewed as a social and moral curriculum. *Third, external reward and punishment strategies are not seen as optimal for promoting academic and social-emotional growth and self-regulated behavior. *Fourth, to create orderly, productive environments teachers must take into account student characteristics such as age, developmental level, race, ethnicity, cultural background, socioeconomic status, and ableness. Like other research handbooks, the Handbook of Classroom Management provides an indispensable reference volume for scholars, teacher educators, in-service practitioners, and the academic libraries serving these audiences. It is also appropriate for graduate courses wholly or partly devoted to the study of classroom management. |
| an introduction to students with high incidence disabilities: Students With Mild Exceptionalities Sydney S. Zentall, 2013-02-21 This concise and practical guide thoroughly presents the characteristics of children with specific mild exceptionalities in today's diverse classroom. Using an active, problem-solving approach that reflects how today's students learn, Dr. Sydney S. Zentall identifies the characteristics of children with mild exceptionalities that can be gleaned from observations, written descriptions, and personal interactions. Unlike many texts on this topic, which overwhelm students with extraneous information, The text focuses on the characteristics of these students within general education and special class settings. With this knowledge readers will better understand the implications of characteristics for accommodations and be ready to apply this knowledge with empirically based interventions. |
| an introduction to students with high incidence disabilities: The Effects of Autism on the Family Eric Schopler, Gary B. Mesibov, 2013-06-29 As the oldest statewide program serving autistic people in the United States, North Carolina's Division TEACCH (Treatment and Education of Autistic and related Communication handicapped CHildren) has had a major impact on ser vices for these people and their families. As we move into our second decade, we are frequently questioned about all aspects of our procedures, techniques, and program. Of all the questions that are asked, however, the one that comes up most frequently and seems to set our program apart from others concerns the ways in which we work with families. To help answer this question we identified what we have found to be the major components in our parent-professional relationships, and we elaborate on these with the most current research informa tion, clinical insights, and community knowledge available through the expertise of our distinguished contributors. Our purpose was to collect the most recent information and to organize the resulting volume along the outlines of the par ent-professional relationship found most important in the TEACCH program. Thus, the four main sections of the book include these four major ways profes sionals work with parents: as their advocates, their trainers, their trainees, and their reciprocal emotional support source. To the extent this effort was success ful, we acknowledge that it is easier to organize book chapters along these dimensions than it is to provide their implementation in the field. |
| an introduction to students with high incidence disabilities: Assistive Technology in the Classroom Amy G. Dell, Deborah A. Newton, Jerry G. Petroff, 2016-02-22 This is the eBook of the printed book and may not include any media, website access codes, or print supplements that may come packaged with the bound book. This up-to-date book shows how assistive technology can be used in all kinds of classrooms, at all grade levels, to enhance the teaching and learning of students with a wide range of disabilities. The emphasis is on the integration of assistive technology into the curriculum. It addresses the challenges teachers face when using assistive technology to teach new skills to students with disabilities, to increase their independence and productivity, and to provide them with access to the general education curriculum. The text discusses disability categories within the context of school-related tasks and technology-based solutions to avoid misleading readers into simply pairing a certain diagnosis with a certain tech tool. The new edition of Assistive Technology in the Classroom keeps readers abreast of relevant new developments in mobile devices and assistive technology through a new chapter on how to use assistive technology to create visual supports and promote positive behavior, chapter updates on available mobile devices, expanded information on Universal Design for Learning, and additional ideas and discussion on how to match technology tools to a student’s specific needs and strengths. |
| an introduction to students with high incidence disabilities: Disability Definitions, Diagnoses, and Practice Implications Julie Smart, 2018-09-03 This introductory text defines and describes disability, while providing concrete practice guidelines and recommendations for students in the fields of counseling, social work, and the helping professions. Various specialty areas are explored in detail, including marriage and family counseling, adolescent counseling, addictions counseling, LGBTQ concerns, multicultural counseling, and career counseling. The first three chapters lay the foundations by discussing the demand for counseling services by individuals with all types of disabilities; presenting clinical, legal, medical/biological, and personal definitions of disability; and describing physical, cognitive, and psychiatric disabilities. Next, author Julie Smart examines core beliefs about disability using a range of first-person accounts from experienced counselors. The last six chapters focus on practice guidelines for various aspects of disability—including ethical considerations, societal issues, social role demands, and individual responses—and consider new possibilities for disability counseling professions. With rich case studies woven throughout, as well as valuable information on client needs, disability categorizations, and key Models of Disability, this essential textbook will be useful not only to counseling students but also to professional counselors, social workers, and psychologists. |
| an introduction to students with high incidence disabilities: Handbook of Effective Inclusive Schools James McLeskey, Fred Spooner, Bob Algozzine, Nancy, L. Waldron, 2014-05-16 Over the last decade, the educational context for students with disabilities has significantly changed primarily as a result of mandates contained in NCLB and IDEA. The purpose of this book is to summarize the research literature regarding how students might be provided classrooms and schools that are both inclusive and effective. Inclusive schools are defined as places where students with disabilities are valued and active participants in academic and social activities and are given supports that help them succeed. Effectiveness is addressed within the current movement toward multi-tiered systems of support and evidence-based practices that meet the demands of high-stakes accountability. |
| an introduction to students with high incidence disabilities: Working With Troubled Children James M. Kauffman, Frederick J. Brigham, 2011-02-17 eBookRecognize trouble and deal with it before it's too lateThe lives of young people with behavioral problems tend to be among the least satisfying. Their families are likely to suffer, their teachers are often disappointed and their peers constantly wonder what's the matter with them. James Kauffman, professor emeritus of education at the University of Virginia, says it doesn't have to be that way. |
| an introduction to students with high incidence disabilities: Best Practices for the Inclusive Classroom Richard T. Boon, Vicky G. Spencer, 2021-09-03 Written by expert teachers and researchers, Best Practices for the Inclusive Classroom: Scientifically Based Strategies for Success looks at field-tested strategies that teachers of inclusive classrooms need to implement to successfully teach all of the learners in their classroom. The purpose of the book is to provide both general and special education teachers with a practical guide of scientifically validated, evidence-based instructional strategies in a variety of content areas, including reading, writing and spelling, mathematics, science, and social studies. An overview of the Response to Intervention process provides a foundation for implementing research-based strategies in the core content areas. In addition, the book offers tested tips for implementing assistive technology, culturally responsive teaching practices, and fair assessment in the classroom, along with information on managing problem behaviors and adapting curriculum for various special needs. The book also includes a chapter on how teachers, parents, and school professionals can work together to ensure success for all students. |
| an introduction to students with high incidence disabilities: Mainstream Or Special? Josephine C. Jenkinson, 1997 The method of meeting the demands of special needs pupils in school is still much debated. The way in which Australia, the UK and Canada have dealt with this problem is looked at in this book with all the major issues being examined. |
| an introduction to students with high incidence disabilities: The Special Educator’s Guide to Behavior Management Paul Mooney, Joseph B. Ryan, 2024-07-03 This accessible, practitioner-focused textbook details a comprehensive classroom behavior management framework that is easy to understand and implement within a K-12 classroom. Influenced by decades of classroom teaching and special education teacher candidate preparation experiences, the book features effective evidence-based strategies designed to both prevent problem behaviors from occurring in classrooms and address challenging behaviors that presently exist or may arise. Each of the book’s four sections show readers step-by-step how to develop, implement, and evaluate a personalized behavior management plan that best meets the unique needs of their classrooms which can vary tremendously in both size and types of students served. From the first page to the last, this new text addresses the reader in a friendly, personal way in an effort to enhance accessibility and encourage them to want to understand the what and how of each strategy and/or process and how it relates to the overall behavioral framework laid out in section one. Ideal for both current and prospective special educators, this book supports readers in developing their own comprehensive approach to classroom behavior management that can be implemented across grade levels. |
| an introduction to students with high incidence disabilities: Engaging Musical Practices Suzanne L. Burton, 2021-12-02 Engaging Musical Practices: A Sourcebook for Middle School General Music presents numerous ways to engage adolescents in active music making that is relevant to their lives so that they may be more apt to continue their involvement with music as a lifetime endeavor. |
| an introduction to students with high incidence disabilities: What Really Works in Special and Inclusive Education David Mitchell, 2014-01-10 As teachers around the world deal with the challenges of inclusive education, they must find effective ways of enhancing their classroom teaching methods. What Really Works in Special and Inclusive Education presents teachers with a range of evidence-based strategies they can immediately put into practice in their classrooms. This unique book will be an invaluable resource for educators who may not have the time or the inclination to engage with theory-heavy research, but who wish to ensure that their teaching strategies are up-to-the-minute and proven to be the most effective best practices. Each of the 27 strategies that this book comprises has a substantial research base, a strong theoretical rationale and clear guidelines on their implementation, as well as cautionary advice where necessary. In this new second edition, David Mitchell, a leading writer in special and inclusive education, continues to break new ground with revised and updated strategies based on evidence from the most recent studies in the field. From the myriad of related research available, only those studies with genuine potential for improving the practices of teachers and schools have been included, with the aim of facilitating high-quality learning and social outcomes for all learners in schools. Updates to this new edition include: four new chapters, on response to intervention, universal design for learning, inter-agency cooperation and one on the Finnish education system over 350 new references an even wider international focus, including evidence drawn from Asia references to recent developments in neuroscience a new companion website, with extra case studies, links to further reading, journal articles and videos, and an interactive quiz, at www.routledge.com/cw/mitchell This book will be essential reading for anyone with a vocational or academic interest in evidence-based special educational needs teaching strategies, whether a student in initial teacher education or a qualified classroom teacher, teacher educator, educational psychologist, special needs coordinator, parent, consultant or researcher. David Mitchell is an Adjunct Professor in the College of Education, University of Canterbury, Christchurch, New Zealand, and a consultant in inclusive education. ‘This is the book I wish I had written, synthesizing an enormous literature focused on special needs students. It is robust, it is readable, and it is your right-hand resource. A stunner of a book.’ –Professor John Hattie, University of Melbourne, author of Visible Learning |
| an introduction to students with high incidence disabilities: Preparing Effective Special Education Teachers Nancy Mamlin, 2012-01-27 What tools are in the toolkit of an excellent special educator, and how can teacher preparation programs provide these tools in the most efficient, effective way possible? This practical, clearly written book is grounded in current research and policy as well as the author's extensive experience as a teacher educator. It identifies what special education teachers need to know to work competently with students with a wide variety of learning challenges and disabilities. Chapters present specific guidelines for helping teacher candidates build critical skills for instruction and assessment, get the most out of field placements, and collaborate successfully with other school personnel and with parents. |
| an introduction to students with high incidence disabilities: Instructional Practices with and without Empirical Validity Bryan G. Cook, Melody Tankersley, Timothy J. Landrum, 2016-07-06 It is important for Stakeholders to be aware of both practices supported as effective as well as ineffective for students with learning and behavioral disabilities, in order to provide instruction that results in improved learner outcomes in critical areas of education. |
| an introduction to students with high incidence disabilities: Teacher as Designer David Scott, Jennifer Lock, 2021-02-20 This book offers insights into how design-based processes, principles, and mindsets can be productively employed in diverse P-16 educational spaces by a myriad of educational actors including teachers, instructional leaders, and students. It addresses concerns about the theoretical and practical implications of the still emergent emphasis of design in education. The book begins by examining a number of prominent design processes being used by educators including human-centred design, designing for authentic inquiries, and Universal Design for Learning. It then delves into how teachers, system leaders, and students can engage in educational design within the complex spaces of K-12 contexts. Finally, the book takes up design in education within a maker and making context. Each chapter includes a vignette, a series of guiding questions, along with specific design principles that can help address common challenges and issues educators encounter in their practice. This book provides both theoretical and practical elements involved in educational design and is beneficial to scholars, graduate students, educators, and pre-service teachers. |
An Introduction To Students With High Incidence Disabilities …
An Introduction to Students with High-incidence Disabilities Janine P. Stichter,Maureen A. Conroy,James M. Kauffman,2008 Educating Students with High Incidence Disabilities provides …
Supporting Students with High-Incidence Disabilities in U.S.
To what extent do general and special educa-tors in U.S. schools report that they have suf-ficient access to support for serving students with high-incidence disabilities including a supportive …
Students with High Incidence Disabilities: What Teaching …
The step-by-step process of lesson scripting provides teachers with the time to reflect on the instructional needs of students with disabilities and any metacognitive process deficits that …
Reading Instruction for Students With High-Incidence …
The alarmingly high percentage of youth with disabilities—particularly EBD—in juvenile cor-rectional schools provides significant challenges and under-scores the need for research …
EDUC 380: Introduction to Exceptional Students - Francis …
1 – demonstrate knowledge of the definitions and characteristics of exceptionalities, ranging from giftedness to high incidence disabilities (i.e. mental disabilities, learning disabilities, …
Journal Reflection – High Incidence Disability
High Incident Disability students may fit in one of the following categories: learning and academic disabilities, Attention Deficit Disorders (ADD,) Mental Retardation, Mild Emotional/Behavioral …
SED-901N: High Incidence Disabilities - Fresno Pacific University
This course provides students with an overview of the most common disabilities found in private and public schools: learning disabilities, other health impairments – AD/HD, asthma, diabetes, …
Fostering soft skills in students with high-incidence disabilities.
What are High-incidence Disabilities? Students with high-incidence disabilities make up between 80-85% of the SPED eligible population and include students with -
Suspension and Students with High Incidence Disabilities: …
Students with ED, OHI, and LD were selected because they are the categories regarded as high incidence disabilities in the U.S. and because they are groups most disproportionately at risk …
An Introduction To Students With High Incidence Disabilities
FOR TEACHING STUDENTS WITH HIGH INCIDENCE DISABILITIES A CASE BASED APPROACH uses a more focused and integrated approach than other available texts Each …
TRACKING EVERY STUDENT’S LEARNING EVERY YE - ed
Special Education Teacher Preparation, Literacy Instructional Alignment, and Reading Achievement for Students with High-Incidence Disabilites
0731948720917761 High-Incidence Disabilities and Struggling …
students with high-incidence disabilities and strug-gling writers. Many students with high-incidence disabili-ties and struggling writers apply for college, with 19.4% of college students reporting …
Innovations in Classroom Technology for Students With …
The articles presented in this special issue illustrate how technology can help students with disabilities to become active participants in general education classrooms.
MEd in Special Education High Incidence Alternative …
PED 556 Introduction to Instructional Planning and Classroom Management. 2 (4 weeks) FALL SEMESTER I Students must start full time employment as a special education teacher. …
An Introduction To Students With High Incidence Disabilities …
FOR TEACHING STUDENTS WITH HIGH INCIDENCE DISABILITIES A CASE BASED APPROACH uses a more focused and integrated approach than other available texts Each …
An Introduction To Students With High Incidence Disabilities …
Oct 9, 2023 · An Introduction To Students With High Incidence Disabilities Introduction Free PDF Books and Manuals for Download: Unlocking Knowledge at Your Fingertips In todays fast …
Examples Of High Incidence Disabilities .pdf
An Introduction to Students with High-incidence Disabilities Janine P. Stichter,Maureen A. Conroy,James M. Kauffman,2008 Educating Students with High Incidence Disabilities provides …
Examples Of High Incidence Disabilities - Piedmont University
Separate chapters detail well-researched and up-to-date information on learning disabilities, behavioral disorders, mild mental retardation as well as other high-incidence disabilities within …
MEd in Special Education - High Incidence - catalog.wichita.edu
The Master of Education or endorsement in special education - high incidence at Wichita State University prepares educators for teaching students with mild to moderate disabilities.
Examples Of High Incidence Disabilities / Mary Anne Prater …
Separate chapters detail well-researched and up-to-date information on learning disabilities, behavioral disorders, mild mental retardation as well as other high-incidence disabilities within …
An Introduction To Students With High Incidence …
An Introduction to Students with High-incidence Disabilities Janine P. Stichter,Maureen A. Conroy,James M. Kauffman,2008 Educating Students with High Incidence Disabilities provides …
Supporting Students with High-Incidence Disabilities in …
To what extent do general and special educa-tors in U.S. schools report that they have suf-ficient access to support for serving students with high-incidence disabilities including a supportive …
Students with High Incidence Disabilities: What Teaching …
The step-by-step process of lesson scripting provides teachers with the time to reflect on the instructional needs of students with disabilities and any metacognitive process deficits that …
Reading Instruction for Students With High-Incidence …
The alarmingly high percentage of youth with disabilities—particularly EBD—in juvenile cor-rectional schools provides significant challenges and under-scores the need for research …
EDUC 380: Introduction to Exceptional Students - Francis …
1 – demonstrate knowledge of the definitions and characteristics of exceptionalities, ranging from giftedness to high incidence disabilities (i.e. mental disabilities, learning disabilities, …
Journal Reflection – High Incidence Disability
High Incident Disability students may fit in one of the following categories: learning and academic disabilities, Attention Deficit Disorders (ADD,) Mental Retardation, Mild Emotional/Behavioral …
SED-901N: High Incidence Disabilities - Fresno Pacific …
This course provides students with an overview of the most common disabilities found in private and public schools: learning disabilities, other health impairments – AD/HD, asthma, diabetes, …
Fostering soft skills in students with high-incidence …
What are High-incidence Disabilities? Students with high-incidence disabilities make up between 80-85% of the SPED eligible population and include students with -
Suspension and Students with High Incidence Disabilities: …
Students with ED, OHI, and LD were selected because they are the categories regarded as high incidence disabilities in the U.S. and because they are groups most disproportionately at risk …
An Introduction To Students With High Incidence …
FOR TEACHING STUDENTS WITH HIGH INCIDENCE DISABILITIES A CASE BASED APPROACH uses a more focused and integrated approach than other available texts Each …
TRACKING EVERY STUDENT’S LEARNING EVERY YE - ed
Special Education Teacher Preparation, Literacy Instructional Alignment, and Reading Achievement for Students with High-Incidence Disabilites
0731948720917761 High-Incidence Disabilities and …
students with high-incidence disabilities and strug-gling writers. Many students with high-incidence disabili-ties and struggling writers apply for college, with 19.4% of college students reporting …
Innovations in Classroom Technology for Students With …
The articles presented in this special issue illustrate how technology can help students with disabilities to become active participants in general education classrooms.
MEd in Special Education High Incidence Alternative …
PED 556 Introduction to Instructional Planning and Classroom Management. 2 (4 weeks) FALL SEMESTER I Students must start full time employment as a special education teacher. …
An Introduction To Students With High Incidence …
FOR TEACHING STUDENTS WITH HIGH INCIDENCE DISABILITIES A CASE BASED APPROACH uses a more focused and integrated approach than other available texts Each …
An Introduction To Students With High Incidence …
Oct 9, 2023 · An Introduction To Students With High Incidence Disabilities Introduction Free PDF Books and Manuals for Download: Unlocking Knowledge at Your Fingertips In todays fast …
Examples Of High Incidence Disabilities .pdf
An Introduction to Students with High-incidence Disabilities Janine P. Stichter,Maureen A. Conroy,James M. Kauffman,2008 Educating Students with High Incidence Disabilities provides …
Examples Of High Incidence Disabilities - Piedmont University
Separate chapters detail well-researched and up-to-date information on learning disabilities, behavioral disorders, mild mental retardation as well as other high-incidence disabilities within …
MEd in Special Education - High Incidence - catalog.wichita.edu
The Master of Education or endorsement in special education - high incidence at Wichita State University prepares educators for teaching students with mild to moderate disabilities.
Examples Of High Incidence Disabilities / Mary Anne Prater …
Separate chapters detail well-researched and up-to-date information on learning disabilities, behavioral disorders, mild mental retardation as well as other high-incidence disabilities within …
